Endotracheal AspirationNCT07096518
Effect of ChatGPT-Supported Education on Nursing Students' Aspiration Practice Knowledge and Motivation
A study testing ChatGPT-Integrated Lecture in people with Endotracheal Aspiration and Nursing Education, run by Izmir University of Economics at 1 site in Turkey (Türkiye).
Trial summary
This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. Read more about this study
- Who is it for?
- Ages 20 to 70 yearsHealthy volunteers can take part
- Conditions the study is for
- Endotracheal Aspiration, Nursing Education, Artificial Intelegence
- What is being tested?
- ChatGPT-Integrated Lecture
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 32 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 4 Mar 2025to 21 Jul 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 to 70 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Undergraduate nursing students who are enrolled in the Surgical Units Nursing II course
- Students who voluntarily agree to participate in the study
Who cannot join
- Students who do not attend the planned lecture session
- Students who do not respond to the pre- or post-intervention surveys
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
İzmir University of ;Economics
Izmir, Balçova, 35330
About this study
Official title: The Effect of an Education Supported by ChatGPT Integration on Nursing Students' Knowledge and Motivation Levels Regarding Aspiration Practice
This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. The effects of this Artificial Intelligence (AI)-supported lecture were compared with those of a traditional lecture. ChatGPT, an AI-based language model, was used to provide interactive and personalized support during the learning process.
Read the detailed description
This study was designed to investigate the effects of ChatGPT-integrated education on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning practice. Additionally, the study aimed to compare this innovative approach with traditional teaching methods and to explore students' feelings and perceptions regarding both learning experiences.
Endotracheal suctioning is a critical nursing procedure, especially in intensive care settings, to maintain airway patency and ensure adequate oxygenation. However, existing literature indicates that nursing students often find this procedure challenging and anxiety-inducing, with generally low levels of knowledge.
AI tools like ChatGPT have been reported to enhance individualized learning, critical thinking, and problem-solving skills. Therefore, integrating ChatGPT into nursing education was considered to have the potential to improve theoretical knowledge acquisition and increase students' motivation toward the lecture.
The study was conducted with third- and fourth-year nursing students enrolled in the undergraduate program at Izmir University of Economics, using a randomized controlled, quasi-experimental design. Knowledge, motivation levels, and knowledge retention were compared between control and intervention groups to evaluate the effect of ChatGPT-integrated education. Additionally, students' feedback regarding the educational experience was collected and analyzed.
Data collection instruments included the Student Information Form, the Suctioning Knowledge Questionnaire, the ARCS (Attention, Relevance, Confidence, and Satisfaction) Motivation Learning Scale, and the Student Feedback Form.
Lectures were planned separately for the control and intervention groups. The control group received traditional instruction methods such as presentations, video demonstrations, and discussions. In contrast, the intervention group accessed information and performed critical evaluations using ChatGPT. In a classroom setting, students discussed the information obtained via ChatGPT by comparing it with the latest published clinical guidelines on suctioning practice. Knowledge tests were administered before and after the lectures in both groups, and a follow-up knowledge test was conducted six weeks later to assess knowledge retention.
Data analysis was performed using SPSS version 21. Frequency analysis was conducted for categorical data, descriptive statistics for numerical data, and parametric or non-parametric tests were applied for group comparisons. The level of significance was set at 0.05. The findings aimed to evaluate the effectiveness of the educational programs and demonstrate the impact of innovative teaching approaches.
Ethical approval was obtained from the Ethics Committee for Health Sciences Research at Izmir University of Economics and the Dean's Office of the Faculty of Health Sciences. Participants were informed about the study, data confidentiality, and their right to withdraw at any time. All participants provided written informed consent. Necessary permissions were obtained for the use of validated measurement tools, and all course materials were shared with participants via the Blackboard platform.
- Being tested
- ChatGPT-Integrated Lecture
- Keywords
- nursing education, knowledge, endotraceal suctioning, Knowledge Retention, artificial intelligent, motivation, ChatGPT
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ChatGPT-Integrated LectureOther
This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process.
| Study group | Role | What they receive |
|---|---|---|
| Traditional Lecture Group | No intervention | This group received a traditional lecture based on a passive learning model, where the student is a passive recipient and the instructor is the information provider. The lecture included PowerPoint presentations, question-and-answer sessions, and video demonstrations. |
| ChatGPT-Integrated Lecture Group | Experimental | This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process. Receives: Other: ChatGPT-Integrated Lecture |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Endotracheal Aspiration Knowledge Score
Participants' knowledge regarding endotracheal suctioning will be assessed before and after the educational intervention using a validated multiple-choice questionnaire. The change in knowledge scores will be used to evaluate the effectiveness of the ChatGPT-integrated structured learning model compared to the traditional lecture approach.
Measured: Baseline (Pre-intervention) and immediately after the final session
Secondary outcomes (2)
Change in Student Motivation Level
Participants' motivation related to the instructional materials will be measured immediately after the educational intervention using a validated scale. This assessment will allow comparison of learners' motivation levels in relation to instructional materials between the ChatGPT-integrated lecture group and the traditional lecture group.
Measured: Immediately after the educational session
Retention of Endotracheal Suctioning Knowledge at 6 Weeks
Participants' knowledge retention regarding endotracheal suctioning will be assessed six weeks after the educational intervention using the same validated multiple-choice questionnaire. The scores will be compared between the ChatGPT-integrated lecture group and the traditional lecture group to evaluate the long-term effectiveness of the intervention.
Measured: 6 weeks after the educational session
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted31 Jul 2025
- Study start4 Mar 2025
- Primary completion10 Jun 2025
- Study completion21 Jul 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Endotracheal AspirationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants were randomly assigned to either the intervention group, which received a ChatGPT-integrated lecture, or the control group, which received a traditional lecture. Both groups were assessed before and after the intervention. Students' motivation levels and feedback were collected immediately after the lectures, and knowledge retention was evaluated with a follow-up test conducted six weeks later. This parallel-assignment design allowed for a direct comparison between the two teaching methods.
- Masking
- None (open label)
- Enrolment
- 32 participants (actual)
Sponsor and investigators
- Lead sponsor
- Izmir University of Economics
- Sponsor type
- University, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey
- Responsible party
- Principal investigator, Emine SEZGÜNSAY, Izmir University of Economics
- Investigators
- Emine Sezgünsay, PhD, Principal investigator, İzmir University of Economics, Department of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07096518
- Sponsor's protocol ID
- IEU-SBF-01
- Status last verified
- Aug 2025
- First submitted
- 24 Jul 2025
- Last updated
- 7 Aug 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data (IPD) will not be shared due to institutional data protection policies and the educational nature of the study. Participants were not informed or consented for public data sharing.
Publications
Shorey S, Mattar C, Pereira TL, Choolani M. A scoping review of ChatGPT's role in healthcare education and research. Nurse Educ Today. 2024 Apr;135:106121. doi: 10.1016/j.nedt.2024.106121. Epub 2024 Feb 6.
PubMed 38340639Gunawan J, Aungsuroch Y, Montayre J. ChatGPT integration within nursing education and its implications for nursing students: A systematic review and text network analysis. Nurse Educ Today. 2024 Oct;141:106323. doi: 10.1016/j.nedt.2024.106323. Epub 2024 Jul 26.
PubMed 39068726
Study at a glance
From the registry record, last updated by the sponsor on 7 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of an Education Supported by ChatGPT Integration on Nursing Students' Knowledge and Motivation Levels Regarding Aspiration Practice
- ClinicalTrials.gov ID
- NCT07096518
- Acronym / sponsor ID
- IEU-SBF-01
- Keywords
- nursing education, knowledge, endotraceal suctioning, Knowledge Retention, artificial intelligent, motivation, ChatGPT
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 32 participants (actual)
- Lead sponsor
- Izmir University of EconomicsUniversity, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey
- Study start
- 4 Mar 2025 (actual)
- Primary completion
- 10 Jun 2025 (actual)
- Study completion
- 21 Jul 2025 (actual)
- First posted
- 31 Jul 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. The effects of this Artificial Intelligence (AI)-supported lecture were compared with those of a traditional lecture. ChatGPT, an AI-based language model, was used to provide interactive and personalized support during the learning process.
Detailed description
This study was designed to investigate the effects of ChatGPT-integrated education on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning practice. Additionally, the study aimed to compare this innovative approach with traditional teaching methods and to explore students' feelings and perceptions regarding both learning experiences.
Endotracheal suctioning is a critical nursing procedure, especially in intensive care settings, to maintain airway patency and ensure adequate oxygenation. However, existing literature indicates that nursing students often find this procedure challenging and anxiety-inducing, with generally low levels of knowledge.
AI tools like ChatGPT have been reported to enhance individualized learning, critical thinking, and problem-solving skills. Therefore, integrating ChatGPT into nursing education was considered to have the potential to improve theoretical knowledge acquisition and increase students' motivation toward the lecture.
The study was conducted with third- and fourth-year nursing students enrolled in the undergraduate program at Izmir University of Economics, using a randomized controlled, quasi-experimental design. Knowledge, motivation levels, and knowledge retention were compared between control and intervention groups to evaluate the effect of ChatGPT-integrated education. Additionally, students' feedback regarding the educational experience was collected and analyzed.
Data collection instruments included the Student Information Form, the Suctioning Knowledge Questionnaire, the ARCS (Attention, Relevance, Confidence, and Satisfaction) Motivation Learning Scale, and the Student Feedback Form.
Lectures were planned separately for the control and intervention groups. The control group received traditional instruction methods such as presentations, video demonstrations, and discussions. In contrast, the intervention group accessed information and performed critical evaluations using ChatGPT. In a classroom setting, students discussed the information obtained via ChatGPT by comparing it with the latest published clinical guidelines on suctioning practice. Knowledge tests were administered before and after the lectures in both groups, and a follow-up knowledge test was conducted six weeks later to assess knowledge retention.
Data analysis was performed using SPSS version 21. Frequency analysis was conducted for categorical data, descriptive statistics for numerical data, and parametric or non-parametric tests were applied for group comparisons. The level of significance was set at 0.05. The findings aimed to evaluate the effectiveness of the educational programs and demonstrate the impact of innovative teaching approaches.
Ethical approval was obtained from the Ethics Committee for Health Sciences Research at Izmir University of Economics and the Dean's Office of the Faculty of Health Sciences. Participants were informed about the study, data confidentiality, and their right to withdraw at any time. All participants provided written informed consent. Necessary permissions were obtained for the use of validated measurement tools, and all course materials were shared with participants via the Blackboard platform.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants were randomly assigned to either the intervention group, which received a ChatGPT-integrated lecture, or the control group, which received a traditional lecture. Both groups were assessed before and after the intervention. Students' motivation levels and feedback were collected immediately after the lectures, and knowledge retention was evaluated with a follow-up test conducted six weeks later. This parallel-assignment design allowed for a direct comparison between the two teaching methods.
| Arm | Type | Receives |
|---|---|---|
| Traditional Lecture Group | No intervention | –This group received a traditional lecture based on a passive learning model, where the student is a passive recipient and the instructor is the information provider. The lecture included PowerPoint presentations, question-and-answer sessions, and video demonstrations. |
| ChatGPT-Integrated Lecture Group | Experimental | Other: ChatGPT-Integrated LectureThis group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process. |
Who may qualify
- Ages
- 20 to 70 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Undergraduate nursing students who are enrolled in the Surgical Units Nursing II course
- Students who voluntarily agree to participate in the study
Key exclusion criteria (2 listed)
- Students who do not attend the planned lecture session
- Students who do not respond to the pre- or post-intervention surveys
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| ChatGPT-Integrated LectureThis group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process. | Other | ChatGPT-Integrated Lecture Group |
Primary outcome
Change in Endotracheal Aspiration Knowledge Score
Time frame: Baseline (Pre-intervention) and immediately after the final session
Participants' knowledge regarding endotracheal suctioning will be assessed before and after the educational intervention using a validated multiple-choice questionnaire. The change in knowledge scores will be used to evaluate the effectiveness of the ChatGPT-integrated structured learning model compared to the traditional lecture approach.
2 secondary outcomes
Change in Student Motivation Level
Time frame: Immediately after the educational session
Retention of Endotracheal Suctioning Knowledge at 6 Weeks
Time frame: 6 weeks after the educational session
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Aug 2025.
- Background: PubMed 38340639Shorey S, Mattar C, Pereira TL, Choolani M. A scoping review of ChatGPT's role in healthcare education and research. Nurse Educ Today. 2024 Apr;135:106121. doi: 10.1016/j.nedt.2024.106121. Epub 2024 Feb 6.
- Background: PubMed 39068726Gunawan J, Aungsuroch Y, Montayre J. ChatGPT integration within nursing education and its implications for nursing students: A systematic review and text network analysis. Nurse Educ Today. 2024 Oct;141:106323. doi: 10.1016/j.nedt.2024.106323. Epub 2024 Jul 26.
- Individual participant dataSharing planned: No. Individual participant data (IPD) will not be shared due to institutional data protection policies and the educational nature of the study. Participants were not informed or consented for public data sharing.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Emine Sezgünsay, PhD principal investigator
İzmir University of Economics, Department of Nursing
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing ChatGPT-Integrated Lecture in people with Endotracheal Aspiration and Nursing Education, run by Izmir University of Economics at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 7 Aug 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Endotracheal Aspiration Knowledge Score (time frame: Baseline (Pre-intervention) and immediately after the final session). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07096518, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Aug 2025.