ע 241 מוריה הרשקוביץ, תמר שמיר - ענבל, אינה בלאו ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה בינה גנרטיבית בהכשרת אחיות: הרצאה מוקלטת או דיאלוג עם צ'ט בוט? השפעתם על חשיבה קלינית ותפיסות סטודנטים )פוסטר( Generative AI in Nursing Education: Recorded Lectures vs. Chatbot Dialogue. Impact on Clinical Reasoning and Student Perceptions (Poster) Abstract Decision-making and problem-solving are core competencies in nursing that enable precise professional judgment in complex, time-sensitive situations. Although training programs emphasize the development of critical thinking, persistent challenges exist in cultivating and assessing this skill. Traditionally, critical thinking has been taught through clinical scenarios and group discussions; however, these methods depend heavily on skilled facilitators and the availability of clinical placements- resources that are increasingly scarce (Shu-Yen & Ching-Yi, 2022). This highlights the necessity for innovative solutions that address training challenges, particularly those that encourage active, collaborative, and personalized learning processes known to foster critical thinking, professional accountability, and learning independence (Shu-Yen & Ching-Yi, 2022). The rise of artificial intelligence (AI) is transforming higher education, offering new avenues for promoting active and personalized learning (Chang et al., 2024). According to Vygotsky's socio-constructivist theory, learning occurs through dialogue and social interaction, enabling learners to progress within their Zone of Proximal Development (ZPD) with cognitive scaffolding provided by an experienced facilitator (Vygotsky, 1978). In this context, AI-based chatbots present significant potential as digital dialogue facilitators, engaging in real-time discussions, tailoring guidance to learners' knowledge levels, and providing feedback that promotes reflection and critical thinking (Kwak et al., 2022).This study addresses practical needs in nursing education by examining the contributions of two teaching strategies- direct and dialogical- in conjunction with two technological media: an online expert lecture with interactive questions and an AI-based chatbot. The goal is to assess the impact of these combinations on decision-making quality and the depth of analytical thinking, as well as to understand students’ perceptions of the learning experience. The study is designed in two phases, within mixed-method research design, incorporating both quantitative and qualitative methods Keywords: Artificial Intelligence, Chatbot, Dialogical Teaching, Decision-Making, Critical Thinking, Nursing Education. אינה בלאו האוניברסיטה הפתוחה inabl@openu.ac.il תמר שמיר - ענבל האוניברסיטה הפתוחה tamaris@openu.ac.il מוריה הרשקוביץ האוניברסיטה הפתוחה moriah@szmc.org.il Moria hershkowitz The Open University of Israel moriah@szmc.org.il Tamar shamir-inbal The Open University of Israel tamaris@openu.ac.il Ina blau The Open University of Israel inabl@openu.ac.il
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