to Examine the Effect of Chatbot Use on Nursing StudentsNCT07310940
CHATBOT USE ON NURSING STUDENTS
A study testing Chatbot-assisted concept mapping in people with to Examine the Effect of Chatbot Use on Nursing Students, run by Dokuz Eylul University at 1 site in Turkey (Türkiye).
Trial summary
Concept maps are visual tools that help students organize information and understand how ideas are related to each other. Although concept mapping is widely used in nursing education, many nursing students find it difficult to create effective concept maps. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- to Examine the Effect of Chatbot Use on Nursing Students
- What is being tested?
- Chatbot-assisted concept mapping
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 108 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 19 Mar 2025to 14 Apr 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- -Taking the surgical nursing course for the first time
Who cannot join
- None
Trial locations and contacts
1 site in 1 country.
About this study
Official title: THE EFFECT OF CHATBOT USE ON NURSING STUDENTS' CONCEPT MAP CONSTRUCTION SKILLS: A RANDOMIZED CONTROLLED STUDY
Concept maps are visual tools that help students organize information and understand how ideas are related to each other. Although concept mapping is widely used in nursing education, many nursing students find it difficult to create effective concept maps. Recently, artificial intelligence tools such as ChatGPT have begun to be used in education and may help support students during learning activities. However, it is not yet clear whether using chatbots improves students' ability to create concept maps. This study aimed to examine whether using a chatbot (ChatGPT) helps nursing students develop better concept map construction skills. The study was conducted as a randomized controlled trial with second-year nursing students taking a surgical nursing course during the 2024-2025 spring semester. A total of 108 students were randomly assigned to either an intervention group or a control group. All students received the same theoretical education about postoperative care of cardiac surgery patients from the same instructor. Students in the intervention group received brief training on how to use ChatGPT and were allowed to use the chatbot while creating case-based concept maps. Students in the control group created concept maps using only textbooks and course materials. Students' knowledge, concept map quality, and attitudes toward concept mapping were evaluated. The results showed no significant difference between the two groups in terms of postoperative care knowledge or overall concept map scores. However, students who used ChatGPT had more positive attitudes toward concept mapping. Students also reported that the chatbot helped them understand complex information more easily and supported them during the concept map creation process.In conclusion, using a chatbot did not improve concept map performance scores, but it had a positive effect on students' attitudes and learning experiences. Chatbot-assisted learning may be a useful supportive tool in nursing education. Further studies with larger groups of students and longer follow-up periods are needed to better understand its effects on learning outcomes.
- Being tested
- Chatbot-assisted concept mapping, Traditional concept mapping -Control Group
- Keywords
- Nurse education, Concept mapping, Nursing Students, Artificial Intelligence, Qualitative, Randomized controlled study
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Chatbot-assisted concept mappingBehavioural
In this study, pre-test and post-test assessments were administered to students in both the intervention and control groups. Data were collected using the Student Information Form, Concept Map Evaluation Checklist, Attitude Toward Concept Mapping Scale, and a postoperative nursing care knowledge test.
Students in the intervention group received training on ChatGPT use and prompt formulation and utilized the chatbot during the creation of case-based concept maps. The control group completed the same concept mapping activities using traditional learning resources without chatbot support.
Traditional concept mapping -Control GroupBehavioural
Students in the control group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.
| Study group | Role | What they receive |
|---|---|---|
| Chatbot-assisted concept mapping | Experimental | Students in this group received standard theoretical instruction on postoperative nursing care of cardiac surgery patients and, in addition, participated in a 15-minute training session on the use of ChatGPT and effective prompt techniques. During case-based learning activities, students were instructed to use the chatbot as a supportive tool while constructing concept maps. Receives: Behavioral: Chatbot-assisted concept mapping |
| Control group | Active comparator | Students in this group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients as the intervention group. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools. Receives: Behavioral: Traditional concept mapping -Control Group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Concept Map Construction Skill
Concept Map Assessment Keys: Concept Map Assessment Keys are one of the tools used to evaluate concept maps. In this assessment tool, the student is evaluated on identifying a concept related to the topic and establishing meaningful connections between them, with 1 point awarded for each meaningful relationship/connection found. Another item evaluated is whether the student follows a hierarchical order according to priority when moving from general concepts/elements to more specific concepts, with 5 points awarded for each hierarchy established by the student. The student is awarded 10 points for each cross-connection established when moving from one concept section/group to another with a hierarchically meaningful connection.
Measured: Baseline (post-test), after the intervention - assessed once immediately after to the intervention.
Secondary outcomes (3)
Attitude Toward the Concept Mapping Method
Attitude Scale Towards the Concept Map: This will be used to assess the attitudes of all groups towards the concept map method prior to the initiative. It is a 5-point Likert-type scale developed to determine individuals' attitudes towards the concept map method. The scale consists of a total of 23 items and has a two-factor structure. The first factor consists of positive attitude items and contains 13 items. The second factor consists of negative attitude items and contains 10 items. Items on the scale are scored from 1 to 5. For positive items, the response "Strongly Agree" receives the highest score (5), while the response "Strongly Disagree" receives the lowest score (1). For negative items, the scoring is reversed; the response "Strongly Agree" receives the lowest score (1), while the response "Strongly Disagree" receives the highest score (5). As the total score obtained from the scale increases, the individual's attitude towards the concept mapping method is considered more po
Measured: After the intervention - assessed once immediately after the intervention.
Knowledge Level of Postoperative Nursing Care in Cardiac Surgery
Cardiac Surgery Patient Nursing Care Knowledge Test: Prepared to measure student nurses' knowledge levels regarding post-cardiac surgery patient care. The test covers topics such as methods for maintaining the stability of patients after sternotomy, signs of cardiac tamponade, and the most commonly used graft types in coronary artery bypass grafting surgery. Additionally, postoperative care processes such as the importance of early mobilization, practices that support sternum healing, and the purpose of using compression stockings are also addressed in the test questions. Furthermore, the knowledge level regarding critical issues such as patient groups at risk of wound infection, appropriate mobilization planning, and nursing interventions to prevent pulmonary complications is assessed, and the aim is to increase nurses' awareness of these processes (Durmaz Edeer \& Kankaya, 2025). Five experts were consulted for content validity for the knowledge test. Based on the evaluations obtaine
Measured: Baseline (pre-test), before the intervention - assessed once immediately prior to the intervention.
Students' Perceptions of Chatbot Use in Concept Mapping
Qualitative data were collected from students in the intervention group using two open-ended questions exploring their opinions on the role of chatbot use in the learning process and its contribution to concept map construction. Responses were analyzed using thematic analysis.
Measured: Post intervention immediately
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 Dec 2025
- Study start19 Mar 2025
- Primary completion14 Apr 2025
- Study completion14 Apr 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for to Examine the Effect of Chatbot Use on Nursing StudentsStudies 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
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 108 participants (actual)
Sponsor and investigators
- Lead sponsor
- Dokuz Eylul University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Eda Ayten Kankaya, Dokuz Eylul University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07310940
- Sponsor's protocol ID
- 9662
- Status last verified
- Jun 2025
- First submitted
- 16 Dec 2025
- Last updated
- 30 Dec 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes
Study at a glance
From the registry record, last updated by the sponsor on 30 Dec 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- THE EFFECT OF CHATBOT USE ON NURSING STUDENTS' CONCEPT MAP CONSTRUCTION SKILLS: A RANDOMIZED CONTROLLED STUDY
- ClinicalTrials.gov ID
- NCT07310940
- Acronym / sponsor ID
- 9662
- Keywords
- Nurse education, Concept mapping, Nursing Students, Artificial Intelligence, Qualitative, Randomized controlled study
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 108 participants (actual)
- Lead sponsor
- Dokuz Eylul UniversityUniversity, hospital or other
- Study start
- 19 Mar 2025 (actual)
- Primary completion
- 14 Apr 2025 (actual)
- Study completion
- 14 Apr 2025 (actual)
- First posted
- 30 Dec 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.
Concept maps are visual tools that help students organize information and understand how ideas are related to each other. Although concept mapping is widely used in nursing education, many nursing students find it difficult to create effective concept maps. Recently, artificial intelligence tools such as ChatGPT have begun to be used in education and may help support students during learning activities. However, it is not yet clear whether using chatbots improves students' ability to create concept maps. This study aimed to examine whether using a chatbot (ChatGPT) helps nursing students develop better concept map construction skills. The study was conducted as a randomized controlled trial with second-year nursing students taking a surgical nursing course during the 2024-2025 spring semester. A total of 108 students were randomly assigned to either an intervention group or a control group. All students received the same theoretical education about postoperative care of cardiac surgery patients from the same instructor. Students in the intervention group received brief training on how to use ChatGPT and were allowed to use the chatbot while creating case-based concept maps. Students in the control group created concept maps using only textbooks and course materials. Students' knowledge, concept map quality, and attitudes toward concept mapping were evaluated. The results showed no significant difference between the two groups in terms of postoperative care knowledge or overall concept map scores. However, students who used ChatGPT had more positive attitudes toward concept mapping. Students also reported that the chatbot helped them understand complex information more easily and supported them during the concept map creation process.In conclusion, using a chatbot did not improve concept map performance scores, but it had a positive effect on students' attitudes and learning experiences. Chatbot-assisted learning may be a useful supportive tool in nursing education. Further studies with larger groups of students and longer follow-up periods are needed to better understand its effects on learning outcomes.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Chatbot-assisted concept mapping | Experimental | Behavioral: Chatbot-assisted concept mappingStudents in this group received standard theoretical instruction on postoperative nursing care of cardiac surgery patients and, in addition, participated in a 15-minute training session on the use of ChatGPT and effective prompt techniques. During case-based learning activities, students were instructed to use the chatbot as a supportive tool while constructing concept maps. |
| Control group | Active comparator | Behavioral: Traditional concept mapping -Control GroupStudents in this group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients as the intervention group. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- -Taking the surgical nursing course for the first time
Key exclusion criteria (1 listed)
- None
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 |
|---|---|---|
| Chatbot-assisted concept mappingIn this study, pre-test and post-test assessments were administered to students in both the intervention and control groups. Data were collected using the Student Information Form, Concept Map Evaluation Checklist, Attitude Toward Concept Mapping Scale, and a postoperative nursing care knowledge test. Students in the intervention group received training on ChatGPT use and prompt formulation and utilized the chatbot during the creation of case-based concept maps. The control group completed the same concept mapping activities using traditional learning resources without chatbot support. | Behavioural | Chatbot-assisted concept mapping |
| Traditional concept mapping -Control GroupStudents in the control group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools. | Behavioural | Control group |
Primary outcome
Concept Map Construction Skill
Time frame: Baseline (post-test), after the intervention - assessed once immediately after to the intervention.
Concept Map Assessment Keys: Concept Map Assessment Keys are one of the tools used to evaluate concept maps. In this assessment tool, the student is evaluated on identifying a concept related to the topic and establishing meaningful connections between them, with 1 point awarded for each meaningful relationship/connection found. Another item evaluated is whether the student follows a hierarchical order according to priority when moving from general concepts/elements to more specific concepts, with 5 points awarded for each hierarchy established by the student. The student is awarded 10 points for each cross-connection established when moving from one concept section/group to another with a hierarchically meaningful connection.
3 secondary outcomes
Attitude Toward the Concept Mapping Method
Time frame: After the intervention - assessed once immediately after the intervention.
Knowledge Level of Postoperative Nursing Care in Cardiac Surgery
Time frame: Baseline (pre-test), before the intervention - assessed once immediately prior to the intervention.
Students' Perceptions of Chatbot Use in Concept Mapping
Time frame: Post intervention immediately
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 30 Dec 2025.
- Individual participant dataSharing planned: Yes
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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Chatbot-assisted concept mapping in people with to Examine the Effect of Chatbot Use on Nursing Students, run by Dokuz Eylul University 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 1 inclusion and 1 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 30 Dec 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?
Concept Map Construction Skill (time frame: Baseline (post-test), after the intervention - assessed once immediately after to the intervention.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 30 Dec 2025; AzTrials last refreshed its copy on 26 Oct 2026.