AI-Based Communication Simulation and Human Library Narratives.

Condition(s) studied

Investigational drug(s) / intervention(s)

Integrating AI-Based Communication Simulation and Human Library Narratives: The innovative teaching model integrates "AI communication simulation combined with human library narrative," but due to course schedule and teaching venue arrangements.

Traditional pediatric nursing teaching: The standard teaching method, based on the current nursing curriculum and internship guidelines, includes: 1. Classroom lectures on core theories and content of pediatric nursing, such as: stages of child development, care of common diseases, and basic communication principles. 2. Teacher-guided case discussions and case-based problem-oriented learning. 3. Pediatric clinical internship, where clinical teachers guide students in communicating with and caring for sick children and their families according to the internship objectives. When students take the mid-semester post-test (T1), they have only received the above-mentioned teaching content and have not yet participated in AI communication simulation exercises or the human library narrative activity course.

Study summary

This research plan aims to establish an effectiveness assessment system for promoting clinical communication, empathy, and emotion regulation in pediatric nursing students through a combination of AI communication simulation and human library narrative.

This study sets five specific objectives:

1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative.
2. To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills.
3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy.
4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities.
5. To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.

Eligibility

Primary outcome measure(s)

• Communication Skills Scale-T0 — At the beginning of the semester (Baseline)
  This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
• Communication Skills Scale-T1 — 8-9 Weeks
  Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
• Communication Skills Scale-T2 — 18 Weeks
  Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
• Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T0 — At the beginning of the semester (Baseline)
  This study measures nursing students' level of empathy in clinical settings. The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes. The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored. It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140. Higher scores indicate better empathy.
• Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T1 — 8-9 Weeks
  This study measures nursing students' level of empathy in clinical settings. The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes. The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored. It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140. Higher scores indicate better empathy.
• Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T2 — 18 Weeks
  This study measures nursing students' level of empathy in clinical settings. The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes. The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored. It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140. Higher scores indicate better empathy.
• Difficulties in Emotion Regulation Scale-T0 — At the beginning of the semester (Baseline)
  The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale consists of 36 items, comprising six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale uses a five-point Likert scale (1 = almost never, 5 = almost always). Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
• Difficulties in Emotion Regulation Scale-T1 — 8-9 Weeks
  The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale consists of 36 items, covering six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale uses a five-point Likert scale (1 = almost never, 5 = almost always). Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
• Difficulties in Emotion Regulation Scale-T2 — 18 Weeks
  The assessment of nursing students' difficulties in regulating emotions includes six dimensions: insufficient emotional awareness, difficulty in clarifying emotions, inability to accept emotions, difficulty in controlling impulses, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale consists of 36 items, covering six dimensions: insufficient emotional awareness, difficulty in emotional clarification, inability to accept emotions, difficulty in impulse control, obstruction of goal-oriented behavior, and lack of effective emotion regulation strategies. The scale uses a five-point Likert scale (1 = almost never, 5 = almost always). Many items are reversed; after conversion, higher scores indicate greater difficulty in emotion regulation.
• 5R Structured Reflection — 18 Weeks
  The 5R model provides a clear, phased framework for reflection, helping students transform experiences into learning insights. The 5R structured reflective writing model includes: event description, personal emotional and behavioral reactions, understanding and reasons behind the behavior, connections to past experiences or knowledge, and improvement strategies for future situations. This sequential framework helps students deepen their understanding of situations, become aware of their own emotional reactions, and promote reflection and adjustment of clinical communication behaviors.

Trial sites (1)

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