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AI-Based Communication Simulation and Human Library Narratives.

4. juni 2026 oppdatert av: 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:

  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.

Studieoversikt

Status

Rekruttering

Forhold

Intervensjon / Behandling

Detaljert beskrivelse

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.

Studietype

Intervensjonell

Registrering (Antatt)

40

Fase

  • Ikke aktuelt

Kontakter og plasseringer

Denne delen inneholder kontaktinformasjon for de som utfører studien, og informasjon om hvor denne studien blir utført.

Studiekontakt

  • Navn: Hsiang-Yun Yun Lan, Associate. Prof.
  • Telefonnummer: 18781 87923100
  • E-post: shinnylan@gmail.com

Studiesteder

  • Taiwan
      • Taipei, Taiwan
        • Rekruttering
        • National Defense Medical University
        • Ta kontakt med:

Deltakelseskriterier

Forskere ser etter personer som passer til en bestemt beskrivelse, kalt kvalifikasjonskriterier. Noen eksempler på disse kriteriene er en persons generelle helsetilstand eller tidligere behandlinger.

Kvalifikasjonskriterier

Alder som er kvalifisert for studier

  • Voksen
  • Eldre voksen

Tar imot friske frivillige

Ja

Beskrivelse

Inclusion Criteria:

  1. Must be 18 years of age or older
  2. Must have completed required nursing courses including Anatomy, Physical Examination and Assessment (with Laboratory), and Basic Nursing (with Internship)
  3. Must be willing to participate in the research and agree to complete the relevant questionnaire.

Exclusion Criteria:

  1. Individuals with mental illness or cognitive impairment that may affect their participation in the research or the reliability of the data

Studieplan

Denne delen gir detaljer om studieplanen, inkludert hvordan studien er utformet og hva studien måler.

Hvordan er studiet utformet?

Designdetaljer

  • Primært formål: Helsetjenesteforskning
  • Tildeling: Randomisert
  • Intervensjonsmodell: Parallell tildeling
  • Masking: Enkelt

Våpen og intervensjoner

Deltakergruppe / Arm
Intervensjon / Behandling
Aktiv komparator: 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.
Atferdsmessig: 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 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.
Eksperimentell: Integrating AI-Based Communication Simulation and Human Library Narratives
Atferdsmessig: 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.

Hva måler studien?

Primære resultatmål

Resultatmål
Tiltaksbeskrivelse
Tidsramme
Communication Skills Scale-T0
Tidsramme: At the beginning of the semester (Baseline)
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.
At the beginning of the semester (Baseline)
Communication Skills Scale-T1
Tidsramme: 8-9 Weeks
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.
8-9 Weeks
Communication Skills Scale-T2
Tidsramme: 18 Weeks
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.
18 Weeks
Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T0
Tidsramme: At the beginning of the semester (Baseline)
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.
At the beginning of the semester (Baseline)
Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T1
Tidsramme: 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.
8-9 Weeks
Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T2
Tidsramme: 18 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.
18 Weeks
Difficulties in Emotion Regulation Scale-T0
Tidsramme: At the beginning of the semester (Baseline)
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.
At the beginning of the semester (Baseline)
Difficulties in Emotion Regulation Scale-T1
Tidsramme: 8-9 Weeks
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.
8-9 Weeks
Difficulties in Emotion Regulation Scale-T2
Tidsramme: 18 Weeks
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.
18 Weeks
5R Structured Reflection
Tidsramme: 18 Weeks
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.
18 Weeks

Sekundære resultatmål

Resultatmål
Tiltaksbeskrivelse
Tidsramme
Focus Group Interviews
Tidsramme: 18 Weeks
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.
18 Weeks

Samarbeidspartnere og etterforskere

Det er her du vil finne personer og organisasjoner som er involvert i denne studien.

Sponsor

National Defense Medical University, Taiwan

Etterforskere

  • Hovedetterforsker: Hsiang-Yun Lan, Asst. Prof., National Defense Medical University

Studierekorddatoer

Disse datoene sporer fremdriften for innsending av studieposter og sammendragsresultater til ClinicalTrials.gov. Studieposter og rapporterte resultater gjennomgås av National Library of Medicine (NLM) for å sikre at de oppfyller spesifikke kvalitetskontrollstandarder før de legges ut på det offentlige nettstedet.

Studer hoveddatoer

Studiestart (Antatt)

1. august 2026

Primær fullføring (Antatt)

31. juli 2027

Studiet fullført (Antatt)

31. juli 2027

Datoer for studieregistrering

Først innsendt

26. mai 2026

Først innsendt som oppfylte QC-kriteriene

4. juni 2026

Først lagt ut (Faktiske)

9. juni 2026

Oppdateringer av studieposter

Sist oppdatering lagt ut (Faktiske)

9. juni 2026

Siste oppdatering sendt inn som oppfylte QC-kriteriene

4. juni 2026

Sist bekreftet

1. juni 2026

Mer informasjon

Begreper knyttet til denne studien

Nøkkelord

Ytterligere relevante MeSH-vilkår

Andre studie-ID-numre

  • C202605042

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