ArticleBMC medical education2025
Application of generative artificial intelligence chatbots + project task driven teaching in undergraduate nursing students: a quasi-experimental study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundGenerative artificial intelligence chatbots have become increasingly popular in the nursing education. Numerous academics have integrated them into their courses to assess the effects of artificial intelligence-supported teaching method. However, few researches have examined the impact of generative artificial intelligence chatbots in nursing education in conjunction with a particular teaching methodology. This study introduced a novel teaching method called "generative artificial intelligence chatbots + project task driven teaching" and investigated the potential effects of the teaching method on nursing undergraduates' nursing research ability and nursing research self-efficacy.
methodsThe study was conducted among 108 nursing undergraduates at Ningxia Medical University who participated in the "generative artificial intelligence chatbots + project task driven teaching" in the Nursing Research Course from September to November 2023. Sociodemographic characteristics questionnaire, Nursing research capacity of self-evaluation questionnaire, Nursing research self-efficacy questionnaire, and Curriculum effectiveness evaluation form were used to collect data. The analysis included the descriptive statistics and the paired t-test. The demographic data was summarized using descriptive statistics, and the change in nursing research capacity and nursing research self-efficacy of nursing undergraduates before and after the Nursing Research Course was compared using the paired t-test. The significance level was set at P < 0.05.
resultsFollowing the training, students' nursing research capacity and nursing research self-efficacy significantly improved (P < 0.05), with the exception of data processing capacity (P = 0.165). The curriculum effectiveness evaluation form showed that only a few students believed that the teaching mode was ineffective, which indicated that most students still had a favorable opinion of it.
conclusionsNursing undergraduates can better adapt to the "generative artificial intelligence chatbots + project task driven teaching", and the teaching mode had also achieved positive results in nursing research courses, which has improved students' nursing research ability and nursing research self-efficacy. This also provides a credible reference for using generative artificial intelligence chatbots in subsequent nursing education reform.
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