Ignite Creation Date:
2024-05-06 @ 7:56 PM
Last Modification Date:
2024-10-26 @ 3:17 PM
Study NCT ID:
NCT06192381
Status:
COMPLETED
Last Update Posted:
2024-01-05
First Post:
2023-11-28
Brief Title:
Effect of Web-Based Module on Nursing Students Knowledge Practice and Attitude Regarding Polycystic Ovary Syndrome
Sponsor:
Safa Hamdy Alkalash Alsayed
Organization:
Umm Al-Qura University
Study Overview
Official Title:
Effect of Applying Web-Based Health Education Module on Nursing Students Knowledge Adaptive Healthy Measures and Attitude Regarding Polycystic Ovary Syndrome A Randomized Controlled Trial
Status:
COMPLETED
Status Verified Date:
2023-12
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
Background Polycystic ovary syndrome PCOS is a heterogeneous endocrinopathy among reproductive-aged women that has become a major international public health concern Objective Investigate the effect of web-based health education module on nursing students knowledge adaptive healthy measures and attitude regarding polycystic ovary syndrome Research design A two-armed single-blind parallel groups prospective randomized controlled trial RCT with a baseline pre-test and immediate post-test was used to carry out this study Setting The study was conducted at the Faculty of Nursing Mansoura University Egypt in December 2022 to May 2023 Subjects and sampling Simple random sampling technique was employed to recruit the study subjects Data collection A questionnaire was developed to acquire data including six parts
Detailed Description:
Pre-intervention phase
Initial data was gathered about the participants socio-demographic characteristics their knowledge adaptive healthy measures and attitude toward PCOS before the implementation of the health education intervention A brief introduction to the goals processes voluntary nature of participation confidentiality and anonymity declarations and questionnaire cover page were all included Participants were made aware that they could withdraw from the study at any moment there would be no negative repercussions and they could choose to have any case data acquired for the study destroyed The informed consent form must be signed by the participants and submitted back by ordinary mail to participate
The developed health education module was created based on the participants preliminary assessment results and according to recommendations from 30 It consisted of seven interactive modules 4 hours sessions in Arabic that covered the following topics overview of PCOS etiology and risk factors signs and symptoms diagnosis complications preventive measures and treatment of PCOS It aimed at increasing health awareness regarding PCOS encouraging and promoting adaptive healthy measures to prevent PCOS and promoting a positive attitude regarding PCOS
The module development team gathered to discuss how each module would be prepared and formatted as well as how the modules sessions would be broken down The program was designed with a defined purpose precise goals pertinent materials and instructional techniques In addition it was developed to provide easy access to web-based education that incorporates sources to increase knowledge and support healthy measures and a positive attitude regarding PCOS This is done using a set of technical and instructional standards developed by a web-based design team and an information technology expert The researchers provided the web designer with word-processed documents representing each distinct learning session videos a storyboard of suggested graphics and a description of interactions
The development team met once a week to go over any issues that might occur with the module to offer ideas and comments where appropriate and to address any queries that might have come up while each session was being developed The web-based design team and researchers chose a learning platform that gave users access to data tools and resources to support the administration and delivery of education about PCOS and associated preventive actions online To get rid of Wixs pop-up advertisements the researchers bought a distinctive website domain URL
The site map and links to the tutorials forums and other resources are all accessible from the main screen The web-based module also included a chat room where students and students conducting research could post questions and engage in conversation To get user feedback on the learning experience and improve the interface post-learning discussions and comments were created Additionally each students frequency and amount of time spent were noted
To make it simple for the user to choose another menu the primary menu is also continuously shown on the upper bar No session could be skipped because the navigation was sequential from session 1 to session 7 The intervention group participants could move on to the following screen replay the current screen or go back to the previous screen at any time during a session They were given as much time as they needed to consider the data displayed on each screen
The researchers developed the content of the web-based health education sessions Besides they drew lines between the elements to indicate how they were linked together These lines helped dictate sessions organization navigation and hyperlinks Moreover it was arranged into seven sessions It was displayed by using text pictures and videos
The content was uploaded to the website by the researchers and professional programmers httpshealthconcernstech The link to the website was distributed to a panel of five external reviewers experts in community health nursing womens health and midwifery nursing and professional programmers to systematically test the contents validity clarity consistency accuracy applicability and format before the application of the web-based education module Any specific guidelines or suggestions from the experts evaluation were recorded and considered while creating the web-based teaching sessions The traditional training session that was given to the control groups students material was the same
The face validity of the web-based modules was assessed concurrently with the review process using a sample group of students n 14 who had no prior knowledge of PCOS to assess the clarity applicability and reliability of the module and to determine the approximate time needed to implement these sessions Each student in the intervention group completed a module each week and gave the content producer detailed comments afterward In most cases students input noted areas that needed clarification and more examples as well as those that were unclear and confusing During the revision process student feedback was considered By clicking on the link participants could view the questions and submit their responses
Intervention phase
The intervention condition The research website was recommended to the students in the intervention group of the study who had completed the pre-self-administered questionnaires There they learned more about the study and what participating in it entailed The members of the intervention group were forced to create accounts on the website using personal passwords after logging in An informational session was conducted to teach the intervention groups members how to utilize the learning management system LMS before they started their virtual education The participants were given instructions to complete the module on their own for the duration of the session after receiving a brief orientation to the navigational features in addition to the help screen in the module The module can be used on mobile devices laptops and personal computers The online education module was only given to the intervention group
The intervention groups participants were permitted to access the module as many times as necessary to finish all of the sessions httpshealthconcernstech The participants were instructed to finish at least one and no more than two modules per week Each module took 30 to 60 minutes to complete The intervention was therefore planned to be finished in roughly 5 to 7 weeks They were also told to heed the health advice that was given Through website chat all of the participants inquiries were addressed and they received feedback
The control condition is Regarding the traditional health education group the students had full access to traditional face-to-face health education regarding PCOS for a similar duration and by the same researchers They were divided into seven groups Each group had nine to ten students The nursing facultys instructional hall served as the location for the sessions Each groups session lasted 5 hours over 2 days per week 10 am-12 pm Lectures discussions brainstorming blackboards printed handouts and audiovisual materials were employed as teaching and learning tools throughout the sessions
post-intervention phase Participants knowledge adaptive healthy measures and attitude about PCOS were evaluated using the same pre-test questionnaire for the intervention group and the control group Additionally feedback about the website was assessed once after completion of the module for the intervention group All participants from the intervention and control groups started and completed the PCOS educational module The control group was invited and given access to receive the identical web-based instructional module once data collection evaluation and analysis were finished
Initial data was gathered about the participants socio-demographic characteristics their knowledge adaptive healthy measures and attitude toward PCOS before the implementation of the health education intervention A brief introduction to the goals processes voluntary nature of participation confidentiality and anonymity declarations and questionnaire cover page were all included Participants were made aware that they could withdraw from the study at any moment there would be no negative repercussions and they could choose to have any case data acquired for the study destroyed The informed consent form must be signed by the participants and submitted back by ordinary mail to participate
The developed health education module was created based on the participants preliminary assessment results and according to recommendations from 30 It consisted of seven interactive modules 4 hours sessions in Arabic that covered the following topics overview of PCOS etiology and risk factors signs and symptoms diagnosis complications preventive measures and treatment of PCOS It aimed at increasing health awareness regarding PCOS encouraging and promoting adaptive healthy measures to prevent PCOS and promoting a positive attitude regarding PCOS
The module development team gathered to discuss how each module would be prepared and formatted as well as how the modules sessions would be broken down The program was designed with a defined purpose precise goals pertinent materials and instructional techniques In addition it was developed to provide easy access to web-based education that incorporates sources to increase knowledge and support healthy measures and a positive attitude regarding PCOS This is done using a set of technical and instructional standards developed by a web-based design team and an information technology expert The researchers provided the web designer with word-processed documents representing each distinct learning session videos a storyboard of suggested graphics and a description of interactions
The development team met once a week to go over any issues that might occur with the module to offer ideas and comments where appropriate and to address any queries that might have come up while each session was being developed The web-based design team and researchers chose a learning platform that gave users access to data tools and resources to support the administration and delivery of education about PCOS and associated preventive actions online To get rid of Wixs pop-up advertisements the researchers bought a distinctive website domain URL
The site map and links to the tutorials forums and other resources are all accessible from the main screen The web-based module also included a chat room where students and students conducting research could post questions and engage in conversation To get user feedback on the learning experience and improve the interface post-learning discussions and comments were created Additionally each students frequency and amount of time spent were noted
To make it simple for the user to choose another menu the primary menu is also continuously shown on the upper bar No session could be skipped because the navigation was sequential from session 1 to session 7 The intervention group participants could move on to the following screen replay the current screen or go back to the previous screen at any time during a session They were given as much time as they needed to consider the data displayed on each screen
The researchers developed the content of the web-based health education sessions Besides they drew lines between the elements to indicate how they were linked together These lines helped dictate sessions organization navigation and hyperlinks Moreover it was arranged into seven sessions It was displayed by using text pictures and videos
The content was uploaded to the website by the researchers and professional programmers httpshealthconcernstech The link to the website was distributed to a panel of five external reviewers experts in community health nursing womens health and midwifery nursing and professional programmers to systematically test the contents validity clarity consistency accuracy applicability and format before the application of the web-based education module Any specific guidelines or suggestions from the experts evaluation were recorded and considered while creating the web-based teaching sessions The traditional training session that was given to the control groups students material was the same
The face validity of the web-based modules was assessed concurrently with the review process using a sample group of students n 14 who had no prior knowledge of PCOS to assess the clarity applicability and reliability of the module and to determine the approximate time needed to implement these sessions Each student in the intervention group completed a module each week and gave the content producer detailed comments afterward In most cases students input noted areas that needed clarification and more examples as well as those that were unclear and confusing During the revision process student feedback was considered By clicking on the link participants could view the questions and submit their responses
Intervention phase
The intervention condition The research website was recommended to the students in the intervention group of the study who had completed the pre-self-administered questionnaires There they learned more about the study and what participating in it entailed The members of the intervention group were forced to create accounts on the website using personal passwords after logging in An informational session was conducted to teach the intervention groups members how to utilize the learning management system LMS before they started their virtual education The participants were given instructions to complete the module on their own for the duration of the session after receiving a brief orientation to the navigational features in addition to the help screen in the module The module can be used on mobile devices laptops and personal computers The online education module was only given to the intervention group
The intervention groups participants were permitted to access the module as many times as necessary to finish all of the sessions httpshealthconcernstech The participants were instructed to finish at least one and no more than two modules per week Each module took 30 to 60 minutes to complete The intervention was therefore planned to be finished in roughly 5 to 7 weeks They were also told to heed the health advice that was given Through website chat all of the participants inquiries were addressed and they received feedback
The control condition is Regarding the traditional health education group the students had full access to traditional face-to-face health education regarding PCOS for a similar duration and by the same researchers They were divided into seven groups Each group had nine to ten students The nursing facultys instructional hall served as the location for the sessions Each groups session lasted 5 hours over 2 days per week 10 am-12 pm Lectures discussions brainstorming blackboards printed handouts and audiovisual materials were employed as teaching and learning tools throughout the sessions
post-intervention phase Participants knowledge adaptive healthy measures and attitude about PCOS were evaluated using the same pre-test questionnaire for the intervention group and the control group Additionally feedback about the website was assessed once after completion of the module for the intervention group All participants from the intervention and control groups started and completed the PCOS educational module The control group was invited and given access to receive the identical web-based instructional module once data collection evaluation and analysis were finished
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None