경희대학교 (Kyung Hee University)
Effectiveness of preoperative diabetes self-management education program using digital human and drama-based video
This study aimed to provide a self-management education program using digital human and drama-based video to patients with diabetes mellitus (DM) to determine the effectiveness of such education and establish foundational data for education targeting patients with DM. The education program using educational videos was developed based on the ADDIE (analysis, design, development, implementation, evaluation) model. This study was designed to develop an education program for enhancing the self-management ability of patients who were diagnosed with DM prior to surgery and to verify the effectiveness of the education program. A non-equivalent control group pretest-posttest design was employed to evaluate the effects of the video-based education program on patients’ diabetes self-management (DSM) knowledge, self-management self-efficacy, and self-management behavior. The experimental group showed a significant difference in the increase in diabetes self-management knowledge level, but no significant difference in self-efficacy and perceived importance of self-management, compared to the control group. Technology-based education significantly improved diabetes self-management knowledge, and future programs combining digital technology and storytelling may offer new possibilities for patient education.
Evaluation of a metahuman-based interactive learning program for maternal nursing assessment in nursing students
To evaluate the effects of a Metahuman-based virtual pregnant woman (VPW) education program on nursing students' communication competence, nursing assessment competence, patient encounter burden, learning engagement, educational satisfaction, and learning interest. Sixty-six nursing students from a university in South Korea were enrolled and randomly assigned to either the experimental or control group. The experimental group underwent nursing assessments and documentation through conversations with a VPW, whereas the control group received video-based instruction. The pre- and post-intervention surveys measured six outcome variables. Open-ended questions were included to explore the learning experiences. The experimental group showed a within-group reduction in patient encounter burden (t −3.89, p < .010), although no significant between-group differences were observed in the primary outcomes. Learning interest was higher in the experimental group (t = 2.39, p = .019). Open-ended responses indicated enhanced self-reflection, emotional involvement, and a sense of realism in the learning experience. Despite the short intervention period, the VPW program demonstrated value as a supplemental digital learning tool, particularly in promoting emotional engagement and reflective learning. Although quantitative effects were modest and between-group differences were limited, the qualitative findings highlight the potential of Metahuman-based simulations to enhance learner immersion in maternal nursing education.
Development and effects of a chatbot education program for self-directed learning in nursing students
This concept explains the process of infectious disease development by describing how an infectious agent is maintained, transmitted, and causes disease in humans. The reservoir of infection refers to humans or animals that harbor the infectious agent, including symptomatic patients and asymptomatic carriers who can still transmit the disease. Infectious agents exit the reservoir through various routes, such as the respiratory tract, gastrointestinal tract, urinary or genital tract, blood via needles, or open wounds. Once released, the agent is transmitted to a susceptible host, where infection may occur depending on host susceptibility and environmental conditions. Understanding this process is essential for identifying effective points of intervention to prevent transmission and control infectious diseases.
Analysis of the effect of an artificial intelligence chatbot educational program on non‑face‑to‑face classes
This study examined the effects of an artificial intelligence (AI) chatbot–based educational program on nursing students’ learning outcomes during non-face-to-face classes amid the COVID-19 pandemic. Using a quasi-experimental nonequivalent control group pretest–posttest design, 61 junior nursing students were assigned to either an experimental group, which received both video lectures and an AI chatbot program related to electronic fetal monitoring (EFM), or a control group, which received video lectures only. The results showed no statistically significant differences between the two groups in EFM knowledge, clinical reasoning competency, confidence in fetal health assessment, or feedback satisfaction. However, students in the experimental group demonstrated significantly higher levels of interest in education and self-directed learning compared to those in the control group. These findings suggest that while AI chatbot programs may not immediately improve knowledge or clinical reasoning, they can serve as an effective educational support tool by enhancing learners’ motivation and self-directed learning in non-face-to-face nursing education settings.