Arabic AI Chatbot for Pediatric Type 1 Diabetes Education Among Nurses: A Controlled Quasi-Experimental Study
4 affiliations
- 1Lecturer of Pediatric Nursing Faculty of Nursing Zagazig University
- 2Lecturer of Pediatric Nursing Faculty of Nursing Beni Suef University
- 3Lecturer of Critical Care Nursing Faculty of Nursing Zagazig University
- 4Assistant Professor of Pediatric Nursing Faculty of Nursing Faculty of Nursing port- Said University
Abstract
Background: Type 1 diabetes in children requires nurses to maintain adequate knowledge of glucose monitoring, insulin administration, hypoglycemia, hyperglycemia, and acute complications. Conventional educational methods may provide limited opportunities for individualized feedback and repeated practice. Arabic artificial intelligence (AI) chatbots may offer a supplementary approach to nursing education. Aim: This study aimed to evaluate the effect of an Arabic AI chatbot on nurses’ knowledge of pediatric type 1 diabetes management and to assess its usability and nurses’ perceptions of its educational value. Methods: A controlled quasi-experimental pre-test/post-test design was conducted among 142 nurses at the Pediatric Hospital of Zagazig University Hospitals, Egypt. Nurses were selected using simple random sampling and allocated to an experimental group and a control group with comparable baseline characteristics. The experimental group received an orientation and access to an Arabic AI chatbot for two weeks, whereas the control group continued to receive routine hospital-based education. Knowledge was assessed before and after the intervention using a 20-item questionnaire. The experimental group also completed the System Usability Scale and a perception scale. Results: The mean knowledge score in the experimental group increased from 8.08 ±5.02 before the intervention to 14.90 ±4.08 after two weeks. In the control group, the mean score increased from 8.15 ±4.95 to 10.35 ±4.70. The difference in knowledge gain between the two groups was statistically significant (p < 0.001). The chatbot’s overall System Usability Scale score was 78.4, indicating good usability. Additionally, 84.5% of participants recommended using AI chatbots in nursing education. Conclusion: The Arabic AI chatbot was associated with improved short-term knowledge and good reported usability among nurses. It may serve as a supplementary educational tool for pediatric diabetes education; however, longer follow-up and objective assessment of clinical performance are needed.
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BibTeX
@article{hanfy2026arabic,
title = {{Arabic AI Chatbot for Pediatric Type 1 Diabetes Education Among Nurses: A Controlled Quasi-Experimental Study}},
author = {Miada Mohamed Ali Hanfy and Marwa Abd allah Salem and Esraa Mohamed Ali Hanfy and Nagwa Rizk Mohamed Abu-Elenen},
journal = {Egyptian Journal of Health Care},
year = {2026},
month = sep,
doi = {10.21608/ejhc.2026.533638},
url = {https://doi.org/10.21608/ejhc.2026.533638},
note = {CC BY},
}
RIS
TY - JOUR
TI - Arabic AI Chatbot for Pediatric Type 1 Diabetes Education Among Nurses: A Controlled Quasi-Experimental Study
AU - Miada Mohamed Ali Hanfy
AU - Marwa Abd allah Salem
AU - Esraa Mohamed Ali Hanfy
AU - Nagwa Rizk Mohamed Abu-Elenen
PY - 2026
DA - 2026/09/01
JO - Egyptian Journal of Health Care
DO - 10.21608/ejhc.2026.533638
UR - https://doi.org/10.21608/ejhc.2026.533638
AB - Background: Type 1 diabetes in children requires nurses to maintain adequate knowledge of glucose monitoring, insulin administration, hypoglycemia, hyperglycemia, and acute complications. Conventional educational methods may provide limited opportunities for individualized feedback and repeated practice. Arabic artificial intelligence (AI) chatbots may offer a supplementary approach to nursing education. Aim: This study aimed to evaluate the effect of an Arabic AI chatbot on nurses’ knowledge of pediatric type 1 diabetes management and to assess its usability and nurses’ perceptions of its educational value. Methods: A controlled quasi-experimental pre-test/post-test design was conducted among 142 nurses at the Pediatric Hospital of Zagazig University Hospitals, Egypt. Nurses were selected using simple random sampling and allocated to an experimental group and a control group with comparable baseline characteristics. The experimental group received an orientation and access to an Arabic AI chatbot for two weeks, whereas the control group continued to receive routine hospital-based education. Knowledge was assessed before and after the intervention using a 20-item questionnaire. The experimental group also completed the System Usability Scale and a perception scale. Results: The mean knowledge score in the experimental group increased from 8.08 ±5.02 before the intervention to 14.90 ±4.08 after two weeks. In the control group, the mean score increased from 8.15 ±4.95 to 10.35 ±4.70. The difference in knowledge gain between the two groups was statistically significant (p < 0.001). The chatbot’s overall System Usability Scale score was 78.4, indicating good usability. Additionally, 84.5% of participants recommended using AI chatbots in nursing education. Conclusion: The Arabic AI chatbot was associated with improved short-term knowledge and good reported usability among nurses. It may serve as a supplementary educational tool for pediatric diabetes education; however, longer follow-up and objective assessment of clinical performance are needed.
SN - 3009-6766
SN - 1687-9546
ER -