AI-Based Communication Simulation and Human Library Narratives.
4 de junio de 2026 actualizado por: Hsiang-Yun Lan, National Defense Medical University, Taiwan
Pediatric Nursing Education Integrating AI-Based Communication Simulation and Human Library Narratives: Evaluating Effects on Students' Communication, Empathy, and Emotion Regulation
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:
- To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative.
- To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills.
- To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy.
- To explore the impact of this teaching intervention on nursing students' emotion regulation abilities.
- To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.
Descripción general del estudio
Estado
Reclutamiento
Descripción detallada
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:
- To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narratives.
- To evaluate the effectiveness of this teaching model in promoting nursing students' clinical communication skills.
- To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy.
- To explore the impact of this teaching intervention on nursing students' emotion regulation abilities.
- 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.
Tipo de estudio
Intervencionista
Inscripción (Estimado)
40
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Estudio Contacto
- Nombre: Hsiang-Yun Yun Lan, Associate. Prof.
- Número de teléfono: 18781 87923100
- Correo electrónico: shinnylan@gmail.com
Ubicaciones de estudio
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Taipei, Taiwán
- Reclutamiento
- National Defense Medical University
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Contacto:
- Hsiang-Yun Lan, Asst. Prof.
- Número de teléfono: 18781 87923100
- Correo electrónico: shinnylan@gmail.com
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Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
- Adulto Mayor
Acepta Voluntarios Saludables
Sí
Descripción
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
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Investigación de servicios de salud
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Único
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
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Comparador activo: Traditional pediatric nursing education, based on the current nursing curriculum and internship guid
1. Classroom lectures covering core pediatric nursing theories and content, such as child development stages, common disease care, and basic communication principles.
2. Teacher-guided case discussions and problem-oriented learning.
3. Pediatric clinical internships, where clinical instructors guide students in communicating with and caring for sick children and their families, according to the internship objectives.
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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 according to the internship objectives.
When students take the mid-semester post-test (T1), they have only received the above-mentioned teaching content and have not yet participated in AI communication simulation exercises or the human library narrative activity course.
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Experimental: Integrating AI-Based Communication Simulation and Human Library Narratives
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The innovative teaching model integrates "AI communication simulation combined with human library narrative," but due to course schedule and teaching venue arrangements.
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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Communication Skills Scale-T0
Periodo de tiempo: At the beginning of the semester (Baseline)
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This assessment evaluates nursing students' communication performance in doctor-patient interactions.
The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner.
The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40.
Higher scores indicate better communication skills.
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At the beginning of the semester (Baseline)
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Communication Skills Scale-T1
Periodo de tiempo: 8-9 Weeks
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Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions.
The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner.
The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40.
Higher scores indicate better communication skills.
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8-9 Weeks
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Communication Skills Scale-T2
Periodo de tiempo: 18 Weeks
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Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions.
The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner.
The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40.
Higher scores indicate better communication skills.
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18 Weeks
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Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T0
Periodo de tiempo: At the beginning of the semester (Baseline)
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This study measures nursing students' level of empathy in clinical settings.
The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes.
The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored.
It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140.
Higher scores indicate better empathy.
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At the beginning of the semester (Baseline)
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Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T1
Periodo de tiempo: 8-9 Weeks
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This study measures nursing students' level of empathy in clinical settings.
The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes.
The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored.
It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140.
Higher scores indicate better empathy.
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8-9 Weeks
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Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T2
Periodo de tiempo: 18 Weeks
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This study measures nursing students' level of empathy in clinical settings.
The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes.
The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored.
It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140.
Higher scores indicate better empathy.
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18 Weeks
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Difficulties in Emotion Regulation Scale-T0
Periodo de tiempo: At the beginning of the semester (Baseline)
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The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale consists of 36 items, comprising six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale uses a five-point Likert scale (1 = almost never, 5 = almost always).
Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
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At the beginning of the semester (Baseline)
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Difficulties in Emotion Regulation Scale-T1
Periodo de tiempo: 8-9 Weeks
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The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale consists of 36 items, covering six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale uses a five-point Likert scale (1 = almost never, 5 = almost always).
Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
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8-9 Weeks
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Difficulties in Emotion Regulation Scale-T2
Periodo de tiempo: 18 Weeks
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The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale consists of 36 items, covering six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies.
The scale uses a five-point Likert scale (1 = almost never, 5 = almost always).
Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
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18 Weeks
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5R Structured Reflection
Periodo de tiempo: 18 Weeks
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The 5R model provides a clear, phased framework for reflection, helping students transform experiences into learning insights.
The 5R structured reflective writing model includes: event description, personal emotional and behavioral reactions, understanding and reasons behind the behavior, connections to past experiences or knowledge, and improvement strategies for future situations.
This sequential framework helps students deepen their understanding of situations, become aware of their own emotional reactions, and promote reflection and adjustment of clinical communication behaviors.
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18 Weeks
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Focus Group Interviews
Periodo de tiempo: 18 Weeks
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To gain a deeper understanding of the changes in students' learning experiences, feelings, empathy, and emotional regulation abilities related to the teaching intervention in this study-"AI Communication Simulation and Human Library Narrative"-this study employed focus group interviews as one of the qualitative data collection tools.
This was done to supplement the deep learning experiences that quantitative data could not present and to serve as an important basis for optimizing teaching models.
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18 Weeks
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Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Investigadores
- Investigador principal: Hsiang-Yun Lan, Asst. Prof., National Defense Medical University
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Estimado)
1 de agosto de 2026
Finalización primaria (Estimado)
31 de julio de 2027
Finalización del estudio (Estimado)
31 de julio de 2027
Fechas de registro del estudio
Enviado por primera vez
26 de mayo de 2026
Primero enviado que cumplió con los criterios de control de calidad
4 de junio de 2026
Publicado por primera vez (Actual)
9 de junio de 2026
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
9 de junio de 2026
Última actualización enviada que cumplió con los criterios de control de calidad
4 de junio de 2026
Última verificación
1 de junio de 2026
Más información
Términos relacionados con este estudio
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
- C202605042
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
NO
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
Esta información se obtuvo directamente del sitio web clinicaltrials.gov sin cambios. Si tiene alguna solicitud para cambiar, eliminar o actualizar los detalles de su estudio, comuníquese con register@clinicaltrials.gov. Tan pronto como se implemente un cambio en clinicaltrials.gov, también se actualizará automáticamente en nuestro sitio web. .