Need assessment for history-taking instruction program using chatbot for nursing students: A qualitative study using focus group interviews

Authors:
Open Access
Publisher website
Google Scholar
Abstract
Purpose: A comprehensive health history contributes to identifying the most appropriate interventions and care priorities. However, history-taking is challenging to learn and develop for most nursing students. Chatbot was suggested by students to be used in history-taking training. Still, there is a lack of clarity regarding the needs of nursing students in these programs. This study aimed to explore nursing students’ needs and essential components of chatbot-based history-taking instruction program. Methods: This was a qualitative study. Four focus groups, with a total of 22 nursing students, were recruited. Colaizzi's phenomenological methodology was used to analyze the qualitative data generated from the focus group discussions. Results: Three main themes and 12 subthemes emerged. The main themes included limitations of clinical practice for history-taking, perceptions of chatbot used in history-taking instruction programs, and the need for history-taking instruction programs using chatbot. Students had limitations in clinical practice for history-taking. When developing chatbot-based history-taking instruction programs, the development should reflect students’ needs, including feedback from the chatbot system, diverse clinical situations, chances to practice nontechnical skills, a form of chatbot (i.e., humanoid robots or cyborgs), the role of teachers (i.e., sharing experience and providing advice) and training before the clinical practice. Conclusion: Nursing students had limitations in clinical practice for history-taking and high expectations for chatbot-based history-taking instruction programs.
Funding Information
  • The research project of teaching method reform of Jinan University (nil)
  • SIRG - CityU Strategic Interdisciplinary Research Grant (7020093)
  • the Fundamental Research Funds for the Central Universities (21622304)

This publication has 32 references indexed in Scilit: