An interventional study of AI-Assisted Child Health Podcast Development and Implementation in Nursing Education, sponsored by Izmir University of Economics. Active, not recruiting at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-27.
Sponsored by Izmir University of Economics · Not applicable, Interventional, and Other
This randomized controlled study will evaluate the effect of developing and implementing artificial intelligence (AI)-assisted child health podcasts for parents on nursing students' attitudes toward clinical practice and learning motivation. Third-year nursing students enrolled in the Growth and Development course will be randomly assigned in a 1:1 ratio to an early intervention group or a delayed intervention/wait-list control group.
Students in the intervention will select a child health, growth and development, health promotion, or child care topic; review current scientific evidence; prepare a parent-oriented educational text; and use generative AI tools to develop the content into a podcast. AI-generated content will be verified against reliable scientific sources, revised by the student, and reviewed by the researchers for scientific accuracy, understandability, target-group appropriateness, ethical suitability, and protection of personal health information before being presented to an appropriate parent.
Both groups will complete baseline assessments before the intervention. After the early intervention group completes the podcast activity, both groups will complete an intermediate assessment. The delayed intervention group will then complete the same podcast development and implementation process, followed by the final assessment in both groups. Outcomes will include attitudes toward clinical practice and learning motivation.
The study is a prospective, randomized, delayed-intervention controlled trial with repeated measurements. Eligible third-year undergraduate nursing students enrolled in the Growth and Development course at Izmir University of Economics will be invited to participate. After written informed consent and baseline assessment, students will be stratified according to academic grade point average and randomized in a 1:1 ratio to an early intervention group or a delayed intervention/wait-list control group. Randomization will be performed using a computer-generated random sequence.
The educational intervention consists of developing and implementing an AI-assisted child health podcast intended for parents. Students will first identify an appropriate topic related to child growth and development, health promotion, or child care. They will review current and reliable scientific sources and prepare a short written educational text for parents. Generative AI tools may then be used to organize the podcast flow, adapt the text to spoken language, simplify the language for parents, develop the podcast script, and/or produce the audio format. Students will be instructed not to use AI-generated information without verification and will remain responsible for the scientific accuracy of the final content.
Before implementation, each podcast will be reviewed according to standardized criteria including scientific accuracy, currency of evidence, understandability, appropriateness for the target population, ethical suitability, and protection of personal health information. Required revisions will be completed before the podcast is presented to an appropriate parent. No identifying or personal health information concerning children or parents will be included in the podcast or entered into AI tools.
Data will be collected at three time points. At baseline (T0), both groups will complete the sociodemographic and descriptive questionnaire, the Attitude Scale Toward Clinical Practice for Nursing Students, and the Motivation for Learning in Higher Education Scale. Following completion of the intervention by the early intervention group, both groups will complete the intermediate assessment (T1). The delayed intervention group will then undertake the same standardized intervention, after which both groups will complete the final assessment (T2). The principal analyses will evaluate group, time, and group-by-time effects on clinical practice attitudes and learning motivation.
Izmir University of Economics is the lead sponsor of 22 studies on the registry; 4 are open to participants now.
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Exclusion Criteria:
Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Participants assigned to the early intervention group will complete the AI-assisted child health podcast development and implementation activity after the baseline assessment (T0). Following completion of the intervention, both study groups will complete the intermediate assessment (T1). Participants will remain in their originally assigned study arm through the final assessment (T2).
Behavioral: AI-Assisted Child Health Podcast Development and Implementation
Participants assigned to the delayed intervention/wait-list control group will continue the usual course activities without the podcast intervention during the initial controlled period. After completion of the intermediate assessment (T1), they will receive the same standardized AI-assisted child health podcast development and implementation activity as the early intervention group. Both groups will then complete the final assessment (T2).
Behavioral: AI-Assisted Child Health Podcast Development and Implementation
Participants will select a parent-education topic related to child health, growth and development, health promotion, or child care; review current and reliable scientific evidence; and prepare a written educational text. Generative AI tools will be used to organize the content, adapt it to parent-friendly spoken language, develop the podcast script, and/or produce the audio podcast. AI-generated content will be verified against scientific sources and revised by the student. Each podcast will be reviewed by the researchers for scientific accuracy, understandability, target-group appropriateness, ethical suitability, and protection of personal health information before being presented to an appropriate parent. The podcast duration will be approximately 5-7 minutes.
Change in Attitudes Toward Clinical Practice
Attitudes toward clinical practice will be assessed using the Attitude Scale Toward Clinical Practice for Nursing Students. The scale consists of 26 items rated on a 5-point Likert scale. Total scores range from 26 to 130, with higher scores indicating more positive attitudes toward clinical practice. Changes over time and differences between the early intervention and delayed intervention/wait-list control groups will be evaluated.
Time frame: Baseline (T0), 5 weeks after baseline (T1), and 10 weeks after baseline (T2).
Change in Learning Goal Orientation
Learning goal orientation will be assessed using the Learning Goals subscale of the Motivation for Learning in Higher Education Scale (EMAPRE-U). The subscale consists of 8 items rated on a 3-point Likert scale, with scores ranging from 8 to 24. Higher scores indicate a stronger orientation toward learning, acquiring knowledge, and personal development. Changes over time and differences between study groups will be evaluated.
Time frame: Baseline (T0), 5 weeks after baseline (T1), and 10 weeks after baseline (T2).
Change in Performance-Approach Goal Orientation
Performance-approach goal orientation will be assessed using the Performance-Approach Goals subscale of the Motivation for Learning in Higher Education Scale (EMAPRE-U). The subscale consists of 8 items rated on a 3-point Likert scale, with scores ranging from 8 to 24. Higher scores indicate a stronger orientation toward demonstrating better performance than others.
Time frame: Baseline (T0), 5 weeks after baseline (T1), and 10 weeks after baseline (T2).
Change in Performance-Avoidance Goal Orientation
Performance-avoidance goal orientation will be assessed using the Performance-Avoidance Goals subscale of the Motivation for Learning in Higher Education Scale (EMAPRE-U). The subscale consists of 7 items rated on a 3-point Likert scale, with scores ranging from 7 to 21. Higher scores indicate a stronger tendency to avoid appearing unsuccessful or less competent than others.
Time frame: Baseline (T0), 5 weeks after baseline (T1), and 10 weeks after baseline (T2).
Plan to share: No
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From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is active, not recruiting, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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Izmir University of Economics