看護過程および診断精度に関する看護学生の知識に対するロールプレイングとAIベース学習の効果：準実験的研究

To compare the effects of two different educational interventions-role-playing and AI-based learning-on nursing students' knowledge of the nursing process and their diagnostic accuracy.

The nursing process is a fundamental framework in nursing practice, characterized by a dynamic and systematic approach to identifying patient needs, planning appropriate interventions and evaluating outcomes. Teaching this complex process effectively requires integrating various instructional strategies to enhance clinical reasoning.

This was a pretest-posttest quasi-experimental study.

The study was conducted with first-year nursing students. A total of 50 first-year nursing students were assigned to either a role-playing or an AI-based learning group. The role-playing group and the AI-based learning group were compared on nursing process knowledge scores and diagnostic accuracy. Pre- and post-intervention data were collected using a Nursing Process Knowledge Test and a Clinical Case-Based Nursing Diagnosis Assessment Form. The study was reported according to the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) checklist.

In the role-playing group, the mean nursing process knowledge scores increased significantly, whereas this difference was not statistically significant in the AI-based education group. In the AI-based education group, the mean diagnostic accuracy scores increased significantly, whereas this difference was not statistically significant in the role-playing group. There was no statistically significant difference between the role-playing and AI groups in nursing process knowledge or nursing diagnostic accuracy.

Role-playing enhanced nursing process knowledge, while AI-based learning improved diagnostic accuracy among nursing students. Integrating both methods may offer complementary benefits in nursing education.