AI-Based Communication Simulation and Human Library Narratives.
4 giugno 2026 aggiornato da: 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.
Panoramica dello studio
Stato
Reclutamento
Descrizione dettagliata
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 di studio
Interventistico
Iscrizione (Stimato)
40
Fase
- Non applicabile
Contatti e Sedi
Questa sezione fornisce i recapiti di coloro che conducono lo studio e informazioni su dove viene condotto lo studio.
Contatto studio
- Nome: Hsiang-Yun Yun Lan, Associate. Prof.
- Numero di telefono: 18781 87923100
- Email: shinnylan@gmail.com
Luoghi di studio
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Taipei, Taiwan
- Reclutamento
- National defense medical university
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Contatto:
- Hsiang-Yun Lan, Asst. Prof.
- Numero di telefono: 18781 87923100
- Email: shinnylan@gmail.com
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Criteri di partecipazione
I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.
Criteri di ammissibilità
Età idonea allo studio
- Adulto
- Adulto più anziano
Accetta volontari sani
Sì
Descrizione
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
Piano di studio
Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.
Come è strutturato lo studio?
Dettagli di progettazione
- Scopo principale: Ricerca sui servizi sanitari
- Assegnazione: Randomizzato
- Modello interventistico: Assegnazione parallela
- Mascheramento: Separare
Armi e interventi
Gruppo di partecipanti / Arm |
Intervento / Trattamento |
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Comparatore attivo: 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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Sperimentale: 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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Cosa sta misurando lo studio?
Misure di risultato primarie
Misura del risultato |
Misura Descrizione |
Lasso di tempo |
|---|---|---|
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Communication Skills Scale-T0
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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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Misure di risultato secondarie
Misura del risultato |
Misura Descrizione |
Lasso di tempo |
|---|---|---|
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Focus Group Interviews
Lasso di tempo: 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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Collaboratori e investigatori
Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.
Investigatori
- Investigatore principale: Hsiang-Yun Lan, Asst. Prof., National defense medical university
Studiare le date dei record
Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.
Studia le date principali
Inizio studio (Stimato)
1 agosto 2026
Completamento primario (Stimato)
31 luglio 2027
Completamento dello studio (Stimato)
31 luglio 2027
Date di iscrizione allo studio
Primo inviato
26 maggio 2026
Primo inviato che soddisfa i criteri di controllo qualità
4 giugno 2026
Primo Inserito (Effettivo)
9 giugno 2026
Aggiornamenti dei record di studio
Ultimo aggiornamento pubblicato (Effettivo)
9 giugno 2026
Ultimo aggiornamento inviato che soddisfa i criteri QC
4 giugno 2026
Ultimo verificato
1 giugno 2026
Maggiori informazioni
Termini relativi a questo studio
Termini MeSH pertinenti aggiuntivi
Altri numeri di identificazione dello studio
- C202605042
Piano per i dati dei singoli partecipanti (IPD)
Hai intenzione di condividere i dati dei singoli partecipanti (IPD)?
NO
Informazioni su farmaci e dispositivi, documenti di studio
Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti
No
Studia un dispositivo regolamentato dalla FDA degli Stati Uniti
No
Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .