Ignite Creation Date:
2025-12-24 @ 11:16 PM
Ignite Modification Date:
2025-12-31 @ 5:25 AM
Study NCT ID:
NCT07017556
Status:
NOT_YET_RECRUITING
Last Update Posted:
2025-06-15
First Post:
2025-05-26
Is NOT Gene Therapy:
True
Has Adverse Events:
False
Brief Title:
Views on Information Resources for Kidney Transplantation Patients
Sponsor:
University of Auckland, New Zealand
Organization:
Study Overview
Official Title:
An Exploratory Mixed-Methods Pilot Study on the Use of Educational Videos to Improve Knowledge and Satisfaction in Kidney Transplantation Patients
Status:
NOT_YET_RECRUITING
Status Verified Date:
2025-06
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:
The goal of this pilot study is to find out whether educational videos can help patients better understand, and remember, important information regarding the benefits and risks of having a kidney transplant.
The study aims to answer several questions, including:
1. Is the video-based educational intervention acceptable and feasible for kidney transplant patients?
2. Does the intervention improve patient knowledge and satisfaction immediately after viewing?
3. Does the intervention improve patient knowledge retention a week later?
4. What are patients views on the video format as an educational tool?
At the moment, patients learn about kidney transplantation through written documents, and discussions and conversations with their clinicians / doctors. However, the concern here is that not everyone has the same level of understanding when it comes to language literacy, medical jargon and information. This can result in gaps in knowledge, misunderstandings, and / or misinterpretations, including the need for lifelong medication and possible post-transplant complications.
Patients understanding of the benefits and risks of transplantation is extremely important, as there are aspects which patients may not be aware of, including the need for (and importance of) lifelong medication, and also potential disease complications which may follow transplantation. For example, following a kidney transplant, it is not uncommon for patients to develop diabetes.
Participants in the study will:
Watch two short videos (roughly five minutes each) that explain the benefits and risks of kidney transplantation.
Answer some questions before video viewing, immediately after video viewing, and one week after video viewing.
Complete a short interview to give deeper feedback on the videos.
This study will explore whether using video helps patients to feel more informed and also satisfied with the clinical information they receive, and whether they can better retain this information. The investigators aim to support more informed patients, making transplant education clearer, more accessible, and generally easier to understand.
The study aims to answer several questions, including:
1. Is the video-based educational intervention acceptable and feasible for kidney transplant patients?
2. Does the intervention improve patient knowledge and satisfaction immediately after viewing?
3. Does the intervention improve patient knowledge retention a week later?
4. What are patients views on the video format as an educational tool?
At the moment, patients learn about kidney transplantation through written documents, and discussions and conversations with their clinicians / doctors. However, the concern here is that not everyone has the same level of understanding when it comes to language literacy, medical jargon and information. This can result in gaps in knowledge, misunderstandings, and / or misinterpretations, including the need for lifelong medication and possible post-transplant complications.
Patients understanding of the benefits and risks of transplantation is extremely important, as there are aspects which patients may not be aware of, including the need for (and importance of) lifelong medication, and also potential disease complications which may follow transplantation. For example, following a kidney transplant, it is not uncommon for patients to develop diabetes.
Participants in the study will:
Watch two short videos (roughly five minutes each) that explain the benefits and risks of kidney transplantation.
Answer some questions before video viewing, immediately after video viewing, and one week after video viewing.
Complete a short interview to give deeper feedback on the videos.
This study will explore whether using video helps patients to feel more informed and also satisfied with the clinical information they receive, and whether they can better retain this information. The investigators aim to support more informed patients, making transplant education clearer, more accessible, and generally easier to understand.
Detailed Description:
This will be a mixed-methods, repeated-measures, non-randomised pilot study. The design uses both quantitative and qualitative components to explore the feasibility and effectiveness of short (approximately five minutes each) educational videos for improving kidney transplant patient knowledge, knowledge retention, and information satisfaction.
A power analysis was conducted using G-Power to determine the participant sample size necessary for detecting a meaningful within-group effect of the intervention for both patient knowledge and information satisfaction. To detect a medium effect size (f = 0.21) with a power of 0.80 and an alpha level of .05, a total sample size of 60 participants (30 pre-transplant, and 30 post-transplant) is required.
Two subgroups (30 people each) - pre-transplant and post-transplant patients - will receive the same intervention with data collected through questionnaires (assessing knowledge, knowledge retention and satisfaction with the educational information) at three time points: Immediately pre-intervention (T1), immediately post-intervention (T2), and at a one-week follow-up (T3).
A semi-structured interview will take place immediately following the intervention (T2) exploring participants qualitative impressions of the videos and participant's assessment of the video's acceptability and the usefulness of the format.
The study will help to determine whether video-based education is a feasible and acceptable method for delivering kidney transplantation information, and whether it can improve participant understanding and satisfaction over traditional educational formats. The findings can then inform the design of a future larger-scale trial.
A power analysis was conducted using G-Power to determine the participant sample size necessary for detecting a meaningful within-group effect of the intervention for both patient knowledge and information satisfaction. To detect a medium effect size (f = 0.21) with a power of 0.80 and an alpha level of .05, a total sample size of 60 participants (30 pre-transplant, and 30 post-transplant) is required.
Two subgroups (30 people each) - pre-transplant and post-transplant patients - will receive the same intervention with data collected through questionnaires (assessing knowledge, knowledge retention and satisfaction with the educational information) at three time points: Immediately pre-intervention (T1), immediately post-intervention (T2), and at a one-week follow-up (T3).
A semi-structured interview will take place immediately following the intervention (T2) exploring participants qualitative impressions of the videos and participant's assessment of the video's acceptability and the usefulness of the format.
The study will help to determine whether video-based education is a feasible and acceptable method for delivering kidney transplantation information, and whether it can improve participant understanding and satisfaction over traditional educational formats. The findings can then inform the design of a future larger-scale trial.
Study Oversight
Has Oversight DMC:
False
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?: