Background: Education and training are needed for nursing students using artificial intelligence-based educational programs. However, few studies have assessed the effect of using chatbots in nursing education. Objectives: This study aimed to develop and examine the effect of an artificial intelligence chatbot educational program for promoting nursing skills related to electronic fetal monitoring in nursing college students during non-face-to-face classes during the COVID-19 pandemic. Design: This quasi-experimental study used a nonequivalent control group non-synchronized pretest–posttest design. Methods: The participants were 61 junior students from a nursing college located in G province of South Korea. Data were collected between November 3 and 16, 2021, and analyzed using independent t-tests. Results: The experimental group—in which the artificial intelligence chatbot program was applied—did not show statistically significant differences in knowledge (t = -0.58, p = .567), clinical reasoning competency (t = 0.75, p = .455), confidence (t = 1.13, p = .264), and feedback satisfaction (t = 1.72, p = .090), compared with the control group; however, its participants’ interest in education (t = 2.38, p = .020) and self-directed learning (t = 2.72, p = .006) were significantly higher than those in the control group. Conclusion: The findings of our study highlighted the potential of artificial intelligence chatbot programs as an educational assistance tool to promote nursing college students’ interest in education and self-directed learning. Moreover, such programs can be effective in enhancing nursing students’ skills in non-face-to face-situations caused by the ongoing COVID-19 pandemic.

Background: Since COVID-19 limits safe clinical practice settings, virtual reality (VR) emerged as an alternative to practical education. Using VR simulation to learn mechanical ventilation is rare in nursing education. Methods: This study developed a VR simulation program for mechanical ventilation care and evaluated its effects. We adopted a quasi-experiment design. Participants were fourth-year students across nursing colleges in South Korea. Results: The interaction effect of the intervention time point and control group, to which the VR simulation program was applied, showed a significant difference in self-efficacy (F = 19.54, p < .001) and clinical reasoning capacity (F = 16.97, p < .001). Learning satisfaction of the experimental group was statistically significantly higher than that of the control group(F = 5.22, p = .026). The level of learning immersion (t = − 3.13, p = .003) and learning satisfaction (t = − 3.49, p = .001) were statistically significantly higher in the experimental group than in the control group. Conclusion: These findings confirmed that the VR stimulation program for nursing students had a positive effect on their self-efficacy, clinical reasoning capacity, and learning satisfaction. Furthermore, it was effective in improving their nursing competence.

The emotional labor performed by organization members affects psychological well-being at the individual level, which consequently affects results at the organizational level. Moreover, despite evidence that the customer orientation and service level of nurses greatly affect hospital management, studies that comprehensively analyze emotional labor, work burnout, and work engagement related to customer orientation and service level are lacking. This study investigated relationships and paths by designing a model of the effect of emotional labor performed by nurses on the level of service delivery and customer orientation. This survey-based study was based on a path analysis designed to verify a hypothesized model involving emotional labor performed by nurses, level of service delivery, customer orientation, work engagement, and burnout. Questionnaires were distributed to 378 nurses in general hospitals with more than 500 beds located in Seoul, Republic of Korea, between March 25 and April 8, 2013. The results showed that deep acting and work engagement had direct and indirect effects on increasing the level of service delivery and customer orientation of nurses. However, surface acting had an indirect effect on reducing the level of service delivery and customer orientation. It would be more effective to develop interventions to enhance deep acting and work engagement than to attempt to reduce surface acting and work burnout in clinical nursing settings.

Aim: This research is designed to establish and evaluate the effectiveness of a virtual reality simulation program using COVID‐19 scenario for nursing students.Design: This is a quasi‐experimental study using a non‐equivalent control group pre‐test‐posttest design.Methods: The participants were 65 students in their fourth year in nursing college. The knowledge about communicable infectious diseases in the respiratory system, self‐efficacy, clinical reasoning capacity and learning satisfaction was evaluated.Results: The experimental group showed a significantly higher learning satisfaction (t = 3.01, p = .004). Both groups presented statistically significant differences in knowledge on infectious respiratory diseases, self‐efficacy and clinical reasoning between pre‐test and posttest. However, knowledge (t = 0.47, p = .643), self‐efficacy (t = 0.70, p = .944) and clinical reasoning were not different between the groups.

Critical care nurses require adequate thinking skills to assess the condition of acutely-ill patients, make decisions, and implement appropriate interventions. Specifically, precise knowledge and swift response to mechanical ventilation-related nursing are of utmost importance. Educational needs of clinical nurses revealed a high demand for education in mechanical ventilation nursing. This study aims to develop a chatbot educational program for self-directed learning to enhance nursing students’ skills and assess its impact on clinical reasoning competency, mechanical ventilation nursing-related knowledge, self-confidence, and education satisfaction. This study employed a randomized controlled trial with a pretest-posttest parallel group design. The participants included fourth-year nursing students from the Department of Nursing at a university in the “G” province in South Korea, with 31 participants in the experimental group and 29 in the control group. The experimental group had access to the Uniform Resource Locator or URL of the mechanical ventilation nursing chatbot educational program and video lectures, while the control group received only the video lectures. The experimental group demonstrated statistically significantly higher clinical reasoning competency (t=-5.00, p <.001), self-confidence (t=-2.62, p =.011), and satisfaction in education (t=-3.51, p <.001) compared to the control group. However, there was no statistically significant difference in knowledge (t=-0.09, p =.926). The chatbot educational program could be an effective educational method to positively influence nursing students’ clinical reasoning competency, self-confidence, and education satisfaction. It can enhance self-directed learning among nursing students and effectively improve nursing competency. Not applicable.