AI-Based Communication Simulation and Human Library Narratives.
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Integrating AI-Based Communication Simulation and Human Library Narratives, Traditional pediatric nursing teaching.
- Who it may be relevant to
- Registry conditions: Nursing Students, Emotion Regulation, Empathy, AI (Artificial Intelligence). Basic parameters: from 18 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Taiwan
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
Pediatric Nursing Education Integrating AI-Based Communication Simulation and Human Library Narratives: Evaluating Effects on Students' Communication, Empathy, and Emotion Regulation
Overview
This research plan aims to establish an effectiveness assessment system for promoting clinical communication, empathy, and emotion regulation in pediatric nursing students through a combination of AI communication simulation and human library narrative. This study sets five specific objectives: 1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative. 2. To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills. 3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy. 4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities. 5. To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.
Detailed description
Background and Purpose: Although clinical communication skills are taught in the classroom, students generally report that "what they learn in class is difficult to apply to clinical situations," indicating a significant gap between learning and application. This phenomenon aligns with recent research indicating that traditional lectures and simple role-playing are insufficient to cultivate communication skills transferable to real clinical settings. When faced with crying patients, anxious family members asking questions, or unexpected clinical situations, students often fail to effectively apply what they have learned due to nervousness, highlighting the need for a more realistic and repetitive teaching model. Currently, nursing students are mostly from Generation Z, whose learning characteristics include high digital sensitivity, a preference for interactive and visual learning materials, and relatively limited attention span for one-way lectures. Therefore, how to enhance learning engagement through innovative and immersive teaching strategies has become an important issue in nursing education.
The proposed study has five specific aims:
1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narratives. 2. To evaluate the effectiveness of this teaching model in promoting nursing students' clinical communication skills. 3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy. 4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities. 5. To understand students' learning experiences, feelings, emotion regulation changes, and improvement suggestions regarding this integrated teaching intervention.
Methods: A randomized controlled design was used: the control group received traditional pediatric nursing education; the experimental group received an innovative teaching model integrating "AI communication simulation combined with human library narratives," although the experimental group received different models due to course schedule and teaching environment arrangements. A mixed-methods approach was used for data collection, combining quantitative and qualitative data to comprehensively understand students' ability changes and learning processes. Quantitative data were collected using structured questionnaires, including: a basic information questionnaire, a communication skills scale, the Jefferson Empathy Scale, AI dialogue record analysis data, and an emotion regulation questionnaire. Qualitative data were collected through 5R structured reflections and focus group interviews to comprehensively present the effectiveness of the integrated teaching intervention on nursing students' clinical communication, empathy, and emotion regulation abilities.
Interventions
- Behavioral Integrating AI-Based Communication Simulation and Human Library Narratives
The innovative teaching model integrates "AI communication simulation combined with human library narrative," but due to course schedule and teaching venue arrangements. - Behavioral Traditional pediatric nursing teaching
The standard teaching method, based on the current nursing curriculum and internship guidelines, includes: 1. Classroom lectures on core theories and content of pediatric nursing, such as: stages of child development, care of common diseases, and basic communication principles. 2. Teacher-guided case discussions and case-based problem-oriented learning. 3. Pediatric clinical internship, where clinical teachers guide students in communicating with and caring for sick children and their families a
Primary outcome measures
- Communication Skills Scale-T0 [Time frame: At the beginning of the semester (Baseline)]
- Communication Skills Scale-T1 [Time frame: 8-9 Weeks]
- Communication Skills Scale-T2 [Time frame: 18 Weeks]
- Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T0 [Time frame: At the beginning of the semester (Baseline)]
- Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T1 [Time frame: 8-9 Weeks]
- Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T2 [Time frame: 18 Weeks]
- Difficulties in Emotion Regulation Scale-T0 [Time frame: At the beginning of the semester (Baseline)]
- Difficulties in Emotion Regulation Scale-T1 [Time frame: 8-9 Weeks]
- Difficulties in Emotion Regulation Scale-T2 [Time frame: 18 Weeks]
- 5R Structured Reflection [Time frame: 18 Weeks]
Secondary outcome measures (1)
- Focus Group Interviews [Time frame: 18 Weeks]
Eligibility criteria
Inclusion criteria
- Must be 18 years of age or older
- Must have completed required nursing courses including Anatomy, Physical Examination and Assessment (with Laboratory), and Basic Nursing (with Internship)
- Must be willing to participate in the research and agree to complete the relevant questionnaire.
Exclusion criteria
- Individuals with mental illness or cognitive impairment that may affect their participation in the research or the reliability of the data
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Health services research
Study locations
Taiwan · 1 center
- National defense medical university — Taipei
Identifiers
NCT: NCT07637461 · C202605042