Education, Nursing, BaccalaureateNCT07743203
NotebookLM-Supported Vital Signs Education for Nursing Students Within the PICRAT Framework
A study testing NotebookLM-Supported Vital Signs Instruction and Traditional Vital Signs Instruction in people with Education, Nursing, Baccalaureate and Vital Signs, run by Muğla Sıtkı Koçman University at 1 site in Turkey (Türkiye).
Trial summary
This randomized controlled study evaluated the effect of NotebookLM-supported instruction on undergraduate nursing students' learning of vital signs. First-year nursing students were randomly assigned to either an intervention group or a control group. Read more about this study
- Who is it for?
- Ages 18 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Education, Nursing, Baccalaureate, Vital Signs
- What is being tested?
- NotebookLM-Supported Vital Signs Instruction and Traditional Vital Signs Instruction
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 76 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 23 Mar 2026to 10 May 2026
- 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 to 65 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a first-year undergraduate student enrolled in the Department of Nursing at Muğla Sıtkı Koçman University, Fethiye Faculty of Health Sciences.
- Being between 18 and 65 years of age.
- Voluntarily agreeing to participate in the study and providing informed consent.
- Having access to email and an internet-enabled device, such as a smartphone or computer, capable of accessing and playing the NotebookLM educational materials if assigned to the intervention group.
Who cannot join
- Withdrawing consent at any time during the study.
- Having previously received education or training on vital signs.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Muğla Sıtkı Koçman University, Fethiye Faculty of Health Sciences, Department of Nursing
Fethiye, Muğla, 48300
About this study
Official title: The Effect of NotebookLM-Supported Instruction on Vital Signs Learning Among Undergraduate Nursing Students: An Evaluation Within the PICRAT Model
This randomized controlled study evaluated the effect of NotebookLM-supported instruction on undergraduate nursing students' learning of vital signs. First-year nursing students were randomly assigned to either an intervention group or a control group. Students in the control group received vital signs instruction using the traditional teaching approach included in the existing nursing curriculum. Students in the intervention group received the same course content supported by educational materials created through NotebookLM, including podcasts, flashcards, review questions, and mind maps. The educational use of NotebookLM was evaluated within the PICRAT model, which considers students' engagement with technology and the effect of technology on teaching practices. Academic achievement related to vital signs was assessed immediately after instruction and again six weeks later.
Read the detailed description
Vital signs assessment is a fundamental component of nursing care and one of the first essential clinical skills taught in undergraduate nursing education. Accurate measurement and interpretation of body temperature, pulse, respiratory rate, and blood pressure are important for recognizing changes in a patient's physiological condition and supporting timely clinical decision-making. However, nursing students may experience difficulties in accurately interpreting vital signs, consistently monitoring critical parameters, and reporting changes in patient condition.
Technology-supported educational approaches may help improve students' engagement, knowledge acquisition, and retention of clinical information. NotebookLM is a generative artificial intelligence-supported learning tool that enables educational content to be presented through multiple formats, such as audio summaries, flashcards, review questions, and mind maps. The educational integration of NotebookLM in this study was structured according to the PICRAT model. The PICRAT model evaluates technology integration through two dimensions: students' relationship with technology, classified as passive, interactive, or creative, and the effect of technology on the teacher's existing practice, classified as replacement, amplification, or transformation.
This study used a randomized controlled, parallel-group design. First-year undergraduate nursing students who voluntarily agreed to participate were randomly assigned to an intervention group or a control group using a computer-based randomization procedure.
The control group received vital signs education through the traditional teaching methods used in the existing nursing curriculum and did not receive any additional educational intervention. The intervention group received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. Following the orientation, students were provided with access to a NotebookLM page prepared by the instructor. The page included educational materials related to vital signs, such as an audio podcast, flashcards, a topic review test, and a mind map. Students were encouraged to interact with these materials before and during the lesson. Classroom instruction in the intervention group used a NotebookLM-supported interactive teaching approach designed to promote active student participation.
To reduce variation related to the instructor, the lessons for both groups were delivered by the same educator. The educational content covered the measurement and assessment of blood pressure, apical pulse, peripheral pulse, body temperature, and respiratory rate.
Academic achievement was assessed using a 26-item multiple-choice achievement test developed to measure nursing students' knowledge and measurement skills related to vital signs. Each correct answer was scored as one point and each incorrect answer as zero points, resulting in a total score ranging from 0 to 26. The first assessment was administered face-to-face after completion of the educational intervention. The same test was administered again six weeks later to evaluate the retention of learning. Test scores were used only for research purposes and did not affect the students' course grades or academic evaluation.
The primary objective of the study was to determine whether NotebookLM-supported instruction improved nursing students' academic achievement in vital signs education compared with traditional teaching. The study also examined whether the effect of the intervention was maintained at the six-week follow-up assessment.
- Conditions
- Education, Nursing, Baccalaureate, Vital Signs
- Being tested
- NotebookLM-Supported Vital Signs Instruction, Traditional Vital Signs Instruction
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
NotebookLM-Supported Vital Signs InstructionBehavioural
Participants received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. They were then provided with access to an instructor-prepared NotebookLM page containing educational materials on vital signs, including an audio podcast, flashcards, a topic review quiz, and a mind map. Students were encouraged to use these materials before and during the lesson. The classroom session was delivered using a NotebookLM-supported interactive teaching approach to promote active student participation. The lesson was delivered by the same instructor who taught the control group.
Traditional Vital Signs InstructionBehavioural
Standard curriculum-based instruction on vital signs delivered using traditional teaching methods without NotebookLM-supported materials.
| Study group | Role | What they receive |
|---|---|---|
| NotebookLM-Supported Instruction | Experimental | First-year undergraduate nursing students received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. Students were provided with access to instructor-prepared NotebookLM materials, including a podcast, flashcards, a topic review quiz, and a mind map. These materials were used before and during the lesson to support active and interactive learning. Receives: Behavioral: NotebookLM-Supported Vital Signs Instruction |
| Traditional Instruction | Active comparator | First-year undergraduate nursing students received vital signs education using the traditional teaching methods included in the existing nursing curriculum. Students in this arm did not receive access to the NotebookLM-supported educational materials. Instruction in both study arms was delivered by the same instructor. Receives: Behavioral: Traditional Vital Signs Instruction |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mean Score on the Vital Signs Academic Achievement Test Immediately After the Educational Intervention
Academic achievement related to vital signs will be assessed using the 26-item Vital Signs Academic Achievement Test developed by Tanrıkulu et al. Each correct answer is scored as 1 and each incorrect answer is scored as 0. The total score ranges from 0 to 26, with higher scores indicating a higher level of academic achievement related to vital signs.
Measured: Immediately after completion of the educational intervention
Secondary outcomes (1)
Mean Score on the Vital Signs Academic Achievement Test at the 6-Week Follow-up
Academic achievement related to vital signs will be assessed using the 26-item Vital Signs Academic Achievement Test developed by Tanrıkulu et al. Each correct answer is scored as 1 and each incorrect answer is scored as 0. The total score ranges from 0 to 26, with higher scores indicating a higher level of academic achievement related to vital signs. This assessment will be used to evaluate the retention of learning.
Measured: 6 weeks after completion of the educational intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Aug 2026
- Study start23 Mar 2026
- Primary completion10 May 2026
- Study completion10 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for Education, Nursing, BaccalaureateStudies 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 a NotebookLM-supported instruction group or a traditional instruction control group and remained in their assigned group throughout the study.
- Masking
- None (open label)
- Enrolment
- 76 participants (actual)
Sponsor and investigators
- Lead sponsor
- Muğla Sıtkı Koçman University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Melek Sahin, Muğla Sıtkı Koçman University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07743203
- Sponsor's protocol ID
- MSKU-NBLM-VS-2026-01
- Status last verified
- Jul 2026
- First submitted
- 29 Jul 2026
- Last updated
- 4 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
The PICRAT model for technology integration in teacher preparation. In Contemporary Issues in Technology and Teacher Education
Tanrikulu F, Gundogdu H, Erol F, Dikmen Y. A comparison of 3D game-based simulation versus traditional methods in vital signs education. BMC Med Educ. 2025 Oct 2;25(1):1344. doi: 10.1186/s12909-025-07980-4.
PubMed 41039559Mehta N, Agrawal A, Benjamin J, Mehta S, MacNeill H, Masters K. Pedagogy and generative artificial intelligence: Applying the PICRAT model to Google NotebookLM. Med Teach. 2025 May;47(5):788-790. doi: 10.1080/0142159X.2024.2418937. Epub 2024 Oct 26.
PubMed 39460933Elliott M. The global elements of vital signs' assessment: a guide for clinical practice. Br J Nurs. 2021 Sep 9;30(16):956-962. doi: 10.12968/bjon.2021.30.16.956.
PubMed 34514822Alshehry AS, Cruz JP, Bashtawi MA, Almutairi KO, Tumala RB. Nursing Students' Knowledge, Competence and Attitudes towards Vital Signs Monitoring during Clinical Practice. J Clin Nurs. 2021 Mar;30(5-6):664-675. doi: 10.1111/jocn.15586. Epub 2020 Dec 16.
PubMed 33259648
Study at a glance
From the registry record, last updated by the sponsor on 4 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of NotebookLM-Supported Instruction on Vital Signs Learning Among Undergraduate Nursing Students: An Evaluation Within the PICRAT Model
- ClinicalTrials.gov ID
- NCT07743203
- Acronym / sponsor ID
- MSKU-NBLM-VS-2026-01
- Conditions
- Education, Nursing, Baccalaureate, Vital Signs
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 76 participants (actual)
- Lead sponsor
- Muğla Sıtkı Koçman UniversityUniversity, hospital or other
- Study start
- 23 Mar 2026 (actual)
- Primary completion
- 10 May 2026 (actual)
- Study completion
- 10 May 2026 (actual)
- First posted
- 3 Aug 2026 (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 randomized controlled study evaluated the effect of NotebookLM-supported instruction on undergraduate nursing students' learning of vital signs. First-year nursing students were randomly assigned to either an intervention group or a control group. Students in the control group received vital signs instruction using the traditional teaching approach included in the existing nursing curriculum. Students in the intervention group received the same course content supported by educational materials created through NotebookLM, including podcasts, flashcards, review questions, and mind maps. The educational use of NotebookLM was evaluated within the PICRAT model, which considers students' engagement with technology and the effect of technology on teaching practices. Academic achievement related to vital signs was assessed immediately after instruction and again six weeks later.
Detailed description
Vital signs assessment is a fundamental component of nursing care and one of the first essential clinical skills taught in undergraduate nursing education. Accurate measurement and interpretation of body temperature, pulse, respiratory rate, and blood pressure are important for recognizing changes in a patient's physiological condition and supporting timely clinical decision-making. However, nursing students may experience difficulties in accurately interpreting vital signs, consistently monitoring critical parameters, and reporting changes in patient condition.
Technology-supported educational approaches may help improve students' engagement, knowledge acquisition, and retention of clinical information. NotebookLM is a generative artificial intelligence-supported learning tool that enables educational content to be presented through multiple formats, such as audio summaries, flashcards, review questions, and mind maps. The educational integration of NotebookLM in this study was structured according to the PICRAT model. The PICRAT model evaluates technology integration through two dimensions: students' relationship with technology, classified as passive, interactive, or creative, and the effect of technology on the teacher's existing practice, classified as replacement, amplification, or transformation.
This study used a randomized controlled, parallel-group design. First-year undergraduate nursing students who voluntarily agreed to participate were randomly assigned to an intervention group or a control group using a computer-based randomization procedure.
The control group received vital signs education through the traditional teaching methods used in the existing nursing curriculum and did not receive any additional educational intervention. The intervention group received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. Following the orientation, students were provided with access to a NotebookLM page prepared by the instructor. The page included educational materials related to vital signs, such as an audio podcast, flashcards, a topic review test, and a mind map. Students were encouraged to interact with these materials before and during the lesson. Classroom instruction in the intervention group used a NotebookLM-supported interactive teaching approach designed to promote active student participation.
To reduce variation related to the instructor, the lessons for both groups were delivered by the same educator. The educational content covered the measurement and assessment of blood pressure, apical pulse, peripheral pulse, body temperature, and respiratory rate.
Academic achievement was assessed using a 26-item multiple-choice achievement test developed to measure nursing students' knowledge and measurement skills related to vital signs. Each correct answer was scored as one point and each incorrect answer as zero points, resulting in a total score ranging from 0 to 26. The first assessment was administered face-to-face after completion of the educational intervention. The same test was administered again six weeks later to evaluate the retention of learning. Test scores were used only for research purposes and did not affect the students' course grades or academic evaluation.
The primary objective of the study was to determine whether NotebookLM-supported instruction improved nursing students' academic achievement in vital signs education compared with traditional teaching. The study also examined whether the effect of the intervention was maintained at the six-week follow-up assessment.
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 a NotebookLM-supported instruction group or a traditional instruction control group and remained in their assigned group throughout the study.
| Arm | Type | Receives |
|---|---|---|
| NotebookLM-Supported Instruction | Experimental | Behavioral: NotebookLM-Supported Vital Signs InstructionFirst-year undergraduate nursing students received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. Students were provided with access to instructor-prepared NotebookLM materials, including a podcast, flashcards, a topic review quiz, and a mind map. These materials were used before and during the lesson to support active and interactive learning. |
| Traditional Instruction | Active comparator | Behavioral: Traditional Vital Signs InstructionFirst-year undergraduate nursing students received vital signs education using the traditional teaching methods included in the existing nursing curriculum. Students in this arm did not receive access to the NotebookLM-supported educational materials. Instruction in both study arms was delivered by the same instructor. |
Who may qualify
- Ages
- 18 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Being a first-year undergraduate student enrolled in the Department of Nursing at Muğla Sıtkı Koçman University, Fethiye Faculty of Health Sciences.
- Being between 18 and 65 years of age.
- Voluntarily agreeing to participate in the study and providing informed consent.
- Having access to email and an internet-enabled device, such as a smartphone or computer, capable of accessing and playing the NotebookLM educational materials if assigned to the intervention group.
Key exclusion criteria (2 listed)
- Withdrawing consent at any time during the study.
- Having previously received education or training on vital signs.
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 |
|---|---|---|
| NotebookLM-Supported Vital Signs InstructionParticipants received a 20- to 30-minute orientation on the use of NotebookLM one day before the vital signs lesson. They were then provided with access to an instructor-prepared NotebookLM page containing educational materials on vital signs, including an audio podcast, flashcards, a topic review quiz, and a mind map. Students were encouraged to use these materials before and during the lesson. The classroom session was delivered using a NotebookLM-supported interactive teaching approach to promote active student participation. The lesson was delivered by the same instructor who taught the control group. | Behavioural | NotebookLM-Supported Instruction |
| Traditional Vital Signs InstructionStandard curriculum-based instruction on vital signs delivered using traditional teaching methods without NotebookLM-supported materials. | Behavioural | Traditional Instruction |
Primary outcome
Mean Score on the Vital Signs Academic Achievement Test Immediately After the Educational Intervention
Time frame: Immediately after completion of the educational intervention
Academic achievement related to vital signs will be assessed using the 26-item Vital Signs Academic Achievement Test developed by Tanrıkulu et al. Each correct answer is scored as 1 and each incorrect answer is scored as 0. The total score ranges from 0 to 26, with higher scores indicating a higher level of academic achievement related to vital signs.
1 secondary outcome
Mean Score on the Vital Signs Academic Achievement Test at the 6-Week Follow-up
Time frame: 6 weeks after completion of the educational intervention
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 4 Aug 2026.
- BackgroundThe PICRAT model for technology integration in teacher preparation. In Contemporary Issues in Technology and Teacher Education
- Background: PubMed 41039559Tanrikulu F, Gundogdu H, Erol F, Dikmen Y. A comparison of 3D game-based simulation versus traditional methods in vital signs education. BMC Med Educ. 2025 Oct 2;25(1):1344. doi: 10.1186/s12909-025-07980-4.
- Background: PubMed 39460933Mehta N, Agrawal A, Benjamin J, Mehta S, MacNeill H, Masters K. Pedagogy and generative artificial intelligence: Applying the PICRAT model to Google NotebookLM. Med Teach. 2025 May;47(5):788-790. doi: 10.1080/0142159X.2024.2418937. Epub 2024 Oct 26.
- Background: PubMed 34514822Elliott M. The global elements of vital signs' assessment: a guide for clinical practice. Br J Nurs. 2021 Sep 9;30(16):956-962. doi: 10.12968/bjon.2021.30.16.956.
- Background: PubMed 33259648Alshehry AS, Cruz JP, Bashtawi MA, Almutairi KO, Tumala RB. Nursing Students' Knowledge, Competence and Attitudes towards Vital Signs Monitoring during Clinical Practice. J Clin Nurs. 2021 Mar;30(5-6):664-675. doi: 10.1111/jocn.15586. Epub 2020 Dec 16.
- Individual participant dataSharing planned: No
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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.
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 NotebookLM-Supported Vital Signs Instruction and Traditional Vital Signs Instruction in people with Education, Nursing, Baccalaureate and Vital Signs, run by Muğla Sıtkı Koçman 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 4 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 4 Aug 2026. 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?
Mean Score on the Vital Signs Academic Achievement Test Immediately After the Educational Intervention (time frame: Immediately after completion of the educational intervention). 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 NCT07743203, which also lists 5 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 4 Aug 2026.