The impact of chatgpt training in the nursing process on nursing students' problem-solving skills, attitudes towards artificial intelligence, competency, and satisfaction levels: Single-blind randomized controlled study

Abstract

Aim: This study aimed to evaluate the impact of training on the use of ChatGPT in the nursing process on nursing undergraduate students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and satisfaction levels. Design: Single blind randomized controlled study. Methods: The sample of the study consisted of 48 experimental and 48 control groups, totaling 96 nursing students. The intervention group received the "Artificial Intelligence Integrated Nursing Process" training program. The control group only received the standard nursing process education. The data collection instruments were administered before the training and after the training. Chi-square analysis was used to compare variables, independent samples t-tests were used for comparisons between groups, and paired t-tests were used for within-group comparisons. Results: In the post-education measurements, students in the intervention group demonstrated a significantly lower average total problem solving inventory score compared to those in the control group, indicating an improvement in problem-solving skills. The intervention group showed an increase in positive attitudes towards artificial intelligence compared to the control group and a decrease in negative attitudes. In the intervention group, students showed a significant increase in their nursing process competency levels and satisfaction levels after the training, whereas no significant change was observed in the control group. Conclusion: This study demonstrates that the training provided on the use of ChatGPT in the nursing process positively impacted nursing students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and levels of satisfaction.