护理过程中ChatGPT培训对护生解决问题能力、对人工智能的态度、胜任力和满意度的影响：单盲随机对照研究

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-05-03 DOI:10.1016/j.nedt.2025.106765

Burcu Arkan , Öznur Erbay Dallı , Belgin Varol

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引用次数: 0

摘要

目的本研究旨在评估在护理过程中使用ChatGPT的培训对护理本科生解决问题能力、对人工智能的态度、护理过程相关能力和满意度的影响。设计：单盲随机对照研究。方法选取48个实验组和48个对照组，共96名护生。干预组接受“人工智能综合护理流程”培训项目。对照组仅接受标准护理流程教育。在培训前和培训后分别使用数据收集工具。变量比较采用卡方分析，组间比较采用独立样本t检验，组内比较采用配对t检验。结果在教育后测量中，干预组学生的平均总问题解决量表得分明显低于对照组，表明解决问题的能力有所提高。与对照组相比，干预组对人工智能的积极态度有所增加，消极态度有所减少。干预组学生经过培训后护理过程胜任力水平和满意度显著提高，对照组无显著变化。结论本研究表明，在护理过程中使用ChatGPT的培训对护生解决问题的能力、对人工智能的态度、护理过程相关能力和满意度有积极的影响。

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查看原文本刊更多论文

The impact of ChatGPT training in the nursing process on nursing students' problem-solving skills, attitudes towards artificial intelligence, competency, and satisfaction levels: Single-blind randomized controlled study

Aim

This study aimed to evaluate the impact of training on the use of ChatGPT in the nursing process on nursing undergraduate students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and satisfaction levels.

Design

Single blind randomized controlled study.

Methods

The sample of the study consisted of 48 experimental and 48 control groups, totaling 96 nursing students. The intervention group received the “Artificial Intelligence Integrated Nursing Process” training program. The control group only received the standard nursing process education. The data collection instruments were administered before the training and after the training. Chi-square analysis was used to compare variables, independent samples t-tests were used for comparisons between groups, and paired t-tests were used for within-group comparisons.

Results

In the post-education measurements, students in the intervention group demonstrated a significantly lower average total problem solving inventory score compared to those in the control group, indicating an improvement in problem-solving skills. The intervention group showed an increase in positive attitudes towards artificial intelligence compared to the control group and a decrease in negative attitudes. In the intervention group, students showed a significant increase in their nursing process competency levels and satisfaction levels after the training, whereas no significant change was observed in the control group.

Conclusion

This study demonstrates that the training provided on the use of ChatGPT in the nursing process positively impacted nursing students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and levels of satisfaction.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.