AI-Based Communication Simulation and Human Library Narratives.
2026年6月4日 更新者：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.
調査の概要
状態
募集
詳細な説明
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.
研究の種類
介入
入学 (推定)
40
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究連絡先
- 名前：Hsiang-Yun Yun Lan, Associate. Prof.
- 電話番号：18781 87923100
- メール：shinnylan@gmail.com
研究場所
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Taipei、台湾
- 募集
- National Defense Medical University
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コンタクト：
- Hsiang-Yun Lan, Asst. Prof.
- 電話番号：18781 87923100
- メール：shinnylan@gmail.com
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-
参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
はい
説明
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
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
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アクティブコンパレータ：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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実験的：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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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Communication Skills Scale-T0
時間枠：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
時間枠：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
時間枠：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
時間枠：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
時間枠：8-9 Weeks
|
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
時間枠：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
時間枠：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
時間枠：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
時間枠：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
時間枠：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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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Focus Group Interviews
時間枠：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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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
捜査官
- 主任研究者：Hsiang-Yun Lan, Asst. Prof.、National Defense Medical University
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (推定)
2026年8月1日
一次修了 (推定)
2027年7月31日
研究の完了 (推定)
2027年7月31日
試験登録日
最初に提出
2026年5月26日
QC基準を満たした最初の提出物
2026年6月4日
最初の投稿 (実際)
2026年6月9日
学習記録の更新
投稿された最後の更新 (実際)
2026年6月9日
QC基準を満たした最後の更新が送信されました
2026年6月4日
最終確認日
2026年6月1日
詳しくは
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。