3 research outputs found
AI-based chatbot micro-intervention for parents: Meaningful engagement, learning, and efficacy
IntroductionMental health issues have been on the rise among children and adolescents, and digital parenting programs have shown promising outcomes. However, there is limited research on the potential efficacy of utilizing chatbots to promote parental skills. This study aimed to understand whether parents learn from a parenting chatbot micro intervention, to assess the overall efficacy of the intervention, and to explore the user characteristics of the participants, including parental busyness, assumptions about parenting, and qualitative engagement with the chatbot.MethodsA sample of 170 parents with at least one child between 2–11 years old were recruited. A randomized control trial was conducted. Participants in the experimental group accessed a 15-min intervention that taught how to utilize positive attention and praise to promote positive behaviors in their children, while the control group remained on a waiting list.ResultsResults showed that participants engaged with a brief AI-based chatbot intervention and were able to learn effective praising skills. Although scores moved in the expected direction, there were no significant differences by condition in the praising knowledge reported by parents, perceived changes in disruptive behaviors, or parenting self-efficacy, from pre-intervention to 24-hour follow-up.DiscussionThe results provided insight to understand how parents engaged with the chatbot and suggests that, in general, brief, self-guided, digital interventions can promote learning in parents. It is possible that a higher dose of intervention may be needed to obtain a therapeutic change in parents. Further research implications on chatbots for parenting skills are discussed
Impact of clinical supervision on field training of nursing students at Urmia University of Medical Sciences
Introduction: Obtaining clinical competency in clinical education
is one of the problems in nursing and use of the new methods of
clinical training is very important. Clinical supervision is one of
the methods used as a mechanism to promote knowledge and skill
for promoting professional performance in nursing students. This
study is carried out to determine the impact of clinical supervision
on field training of nursing students at Urmia University of
Medical Sciences.
Methods: In the present experimental study, 32 nursing students
were enrolled in the study based on census and randomly
assigned into two groups of experimental and control by block
randomization. Clinical supervision was used in the experimental
group and the control group received routine clinical trainings
in the field. The students’ clinical skills were assessed using a
researcher-made checklist, the validity of which was confirmed
through content validity method by 13 faculty members and
its reliability was approved by test-retest method on 20 nursing
students in the form of a pilot study and through Cronbach’s alpha
(87%). Data were analyzed using SPSS, version 14.
Results: There was a significant difference between the
experimental and control groups in clinical skills such as
recognition and administration of medication, team participation,
patients and their relatives’ education, considering the safety,
infection prevention and nursing process (p<0.005).
Conclusion: The study demonstrated that in clinical supervision
process, students have a better communication and cooperation
with their instructor and with each other and their confidence and
understanding and the amount of learning in practical skills was
enhanced more than routine clinical training. The implementation
of this clinical training method for students of nursing and other
fields of medical sciences is recommendable