沟通教学:学生对人工智能产生的反应的看法以及护士与患者关系的影响
April Nelson1, Teresa Serratt, Yasser Yousef
1Author Affiliations: Fran and Earl Ziegler College of Nursing, University of Oklahoma Health Campus, Tulsa, Oklahoma (Drs Nelson and Serratt); and School of Library and Information Studies, University of Oklahoma, Tulsa, Oklahoma (Dr Youseff).
Nurse educator
|December 10, 2025
概括
生成性人工智能显示出提高护理学生治疗性沟通技能的潜力,特别是在情绪激烈的情况下. 然而,有效的整合需要精心的教师培训和监督,以获得最佳的教学价值.
科学领域:
- 护理教育 护理教育
- 医疗保健中的人工智能
- 沟通技巧培训 培训 沟通技巧培训
背景情况:
- 由于先进技术的整合,现代护理教育面临着促进面对面沟通和治疗关系的挑战.
- 培养强大的人际交往技能对于护理学生在管理复杂的患者互动方面至关重要.
研究的目的:
- 评估生成型人工智能 (AI) 工具的有效性,可用性和可信度.
- 评估AI在改善护理学生在情绪充满情绪的场景中的沟通技能的作用.
主要方法:
- 一项使用半结构面试的定性研究,对两组护理学生进行了半结构面试.
- 与传统方法相比,学生对人工智能产生的同情反应的看法进行比较.
- 利用临床图片描绘了常见的急性护理心理社会和行为健康挑战.
主要成果:
- 定性分析揭示了四个关键类别:情绪适当性,临床安全性,实际实用性和透明度.
- 这些类别强调了人工智能在发展治疗性沟通技能的过程中所带来的机遇和挑战.
- 人工智能产生的反应表明了潜力,但也提出了关于微妙的临床应用的问题.
结论:
- 生成性人工智能具有很大的潜力,可以支持护理教育中的治疗性沟通实践.
- 对人工智能产生的内容进行批判性评估对于护理学生至关重要.
- 有效的整合需要教师培训和强有力的监督,以最大限度地提高教学效益并确保患者安全.
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