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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:

  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.

研究概览

地位

招聘中

条件

干预/治疗

详细说明

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:

  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.

研究类型

介入性

注册 (估计的)

40

阶段

  • 不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习联系方式

  • 姓名：Hsiang-Yun Yun Lan, Associate. Prof.
  • 电话号码：18781 87923100
  • 邮箱：shinnylan@gmail.com

学习地点

  • 台湾
      • Taipei、台湾
        • 招聘中
        • National Defense Medical University
        • 接触：

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

  • 成人
  • 年长者

接受健康志愿者

是的

描述

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

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

  • 主要用途：卫生服务研究
  • 分配：随机化
  • 介入模型：并行分配
  • 屏蔽：单身的

武器和干预

参与者组/臂
干预/治疗
有源比较器：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.
行为的：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.
实验性的：Integrating AI-Based Communication Simulation and Human Library Narratives
行为的：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.

研究衡量的是什么？

主要结果指标

结果测量
措施说明
大体时间
Communication Skills Scale-T0
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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
大体时间：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

次要结果测量

结果测量
措施说明
大体时间
Focus Group Interviews
大体时间：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

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

National Defense Medical University, Taiwan

调查人员

  • 首席研究员：Hsiang-Yun Lan, Asst. Prof.、National Defense Medical University

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始 (估计的)

2026年8月1日

初级完成 (估计的)

2027年7月31日

研究完成 (估计的)

2027年7月31日

研究注册日期

首次提交

2026年5月26日

首先提交符合 QC 标准的

2026年6月4日

首次发布 (实际的)

2026年6月9日

研究记录更新

最后更新发布 (实际的)

2026年6月9日

上次提交的符合 QC 标准的更新

2026年6月4日

最后验证

2026年6月1日

更多信息

与本研究相关的术语

关键字

其他相关的 MeSH 术语

其他研究编号

  • C202605042

计划个人参与者数据 (IPD)

计划共享个人参与者数据 (IPD)？

不

药物和器械信息、研究文件

研究美国 FDA 监管的药品

不

研究美国 FDA 监管的设备产品

不

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