An interventional study of ChatGPT-Integrated Lecture in Endotracheal Aspiration, Nursing Education and Artificial Intelegence, sponsored by Izmir University of Economics. Completed at 1 site in Turkey (Türkiye). Open to participants aged 20 Years to 70 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2025-08-07.
Sponsored by Izmir University of Economics · Not applicable, Interventional, and Other
This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. The effects of this Artificial Intelligence (AI)-supported lecture were compared with those of a traditional lecture. ChatGPT, an AI-based language model, was used to provide interactive and personalized support during the learning process.
This study was designed to investigate the effects of ChatGPT-integrated education on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning practice. Additionally, the study aimed to compare this innovative approach with traditional teaching methods and to explore students' feelings and perceptions regarding both learning experiences.
Endotracheal suctioning is a critical nursing procedure, especially in intensive care settings, to maintain airway patency and ensure adequate oxygenation. However, existing literature indicates that nursing students often find this procedure challenging and anxiety-inducing, with generally low levels of knowledge.
AI tools like ChatGPT have been reported to enhance individualized learning, critical thinking, and problem-solving skills. Therefore, integrating ChatGPT into nursing education was considered to have the potential to improve theoretical knowledge acquisition and increase students' motivation toward the lecture.
The study was conducted with third- and fourth-year nursing students enrolled in the undergraduate program at Izmir University of Economics, using a randomized controlled, quasi-experimental design. Knowledge, motivation levels, and knowledge retention were compared between control and intervention groups to evaluate the effect of ChatGPT-integrated education. Additionally, students' feedback regarding the educational experience was collected and analyzed.
Data collection instruments included the Student Information Form, the Suctioning Knowledge Questionnaire, the ARCS (Attention, Relevance, Confidence, and Satisfaction) Motivation Learning Scale, and the Student Feedback Form.
Lectures were planned separately for the control and intervention groups. The control group received traditional instruction methods such as presentations, video demonstrations, and discussions. In contrast, the intervention group accessed information and performed critical evaluations using ChatGPT. In a classroom setting, students discussed the information obtained via ChatGPT by comparing it with the latest published clinical guidelines on suctioning practice. Knowledge tests were administered before and after the lectures in both groups, and a follow-up knowledge test was conducted six weeks later to assess knowledge retention.
Data analysis was performed using SPSS version 21. Frequency analysis was conducted for categorical data, descriptive statistics for numerical data, and parametric or non-parametric tests were applied for group comparisons. The level of significance was set at 0.05. The findings aimed to evaluate the effectiveness of the educational programs and demonstrate the impact of innovative teaching approaches.
Ethical approval was obtained from the Ethics Committee for Health Sciences Research at Izmir University of Economics and the Dean's Office of the Faculty of Health Sciences. Participants were informed about the study, data confidentiality, and their right to withdraw at any time. All participants provided written informed consent. Necessary permissions were obtained for the use of validated measurement tools, and all course materials were shared with participants via the Blackboard platform.
Izmir University of Economics is the lead sponsor of 20 studies on the registry; 4 are open to participants now.
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Exclusion Criteria:
This group received a traditional lecture based on a passive learning model, where the student is a passive recipient and the instructor is the information provider. The lecture included PowerPoint presentations, question-and-answer sessions, and video demonstrations.
This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process.
Other: ChatGPT-Integrated Lecture
This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process.
Change in Endotracheal Aspiration Knowledge Score
Participants' knowledge regarding endotracheal suctioning will be assessed before and after the educational intervention using a validated multiple-choice questionnaire. The change in knowledge scores will be used to evaluate the effectiveness of the ChatGPT-integrated structured learning model compared to the traditional lecture approach.
Time frame: Baseline (Pre-intervention) and immediately after the final session
Change in Student Motivation Level
Participants' motivation related to the instructional materials will be measured immediately after the educational intervention using a validated scale. This assessment will allow comparison of learners' motivation levels in relation to instructional materials between the ChatGPT-integrated lecture group and the traditional lecture group.
Time frame: Immediately after the educational session
Retention of Endotracheal Suctioning Knowledge at 6 Weeks
Participants' knowledge retention regarding endotracheal suctioning will be assessed six weeks after the educational intervention using the same validated multiple-choice questionnaire. The scores will be compared between the ChatGPT-integrated lecture group and the traditional lecture group to evaluate the long-term effectiveness of the intervention.
Time frame: 6 weeks after the educational session
Qualitative Feedback from Students on Educational Experience
Open-ended feedback from participants collected immediately after the educational intervention. Responses will be analyzed thematically to explore students' perceptions, experiences, and suggestions regarding the ChatGPT-integrated lecture and traditional lecture methods.
Time frame: Immediately after the educational session
Plan to share: No — Individual participant data (IPD) will not be shared due to institutional data protection policies and the educational nature of the study. Participants were not informed or consented for public data sharing.
This study is completed, as verified in Aug 2025. You cannot join it, but the record below documents what was studied.
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Izmir University of Economics