Nurse-Patient RelationsNCT05729672

Developing and Testing a Small Private Online Course (SPOC) for Nurse-patient Communication About Sex.

A study testing Received the Nightingale in Gen-sEx course in people with Nurse-Patient Relations, run by Chang Gung Memorial Hospital at 1 site in Taiwan.

Completed

Finished. The study has ended and is not enrolling. Results may be posted on the official record.

Official record

Search all trials

Trial summary

Who is it for?: Ages 20 to 50 yearsHealthy volunteers can take part
Conditions the study is for: Nurse-Patient Relations
What is being tested?: Received the Nightingale in Gen-sEx course
Type of treatment: Lifestyle or therapy programme
Could I receive a placebo?: No, everyone receives an active treatment
How many people: 150 participants
Where: 1 siteTaiwan
Study dates: 31 Oct 2017to 31 Oct 2020
Phase: Interventional
Are there results?: None posted in the registry

Key requirements

Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.

Ages 20 to 50 years
All sexes
Healthy volunteers accepted
Adult

Who may be able to join

20 to 50 years old.
Below N3 rank.
Full-time nurse in clinical care.
Have smartphones or computers, and be able to use and be online.
Nurses who are willing to participate in this study and sign the consent form

Who cannot join

Will leave within 3 months.
unable to learn online.
The working units are surgery room, recovery room, hospice ward, supply center.

Trial locations and contacts

1 site in 1 country.

Taiwan1 site

Cheng Gung Memorial Hospital
Taoyuan, Guishan Dist., 333

Other trials in Taiwan

About this study

This is a three-year research project. The goal is to develop and test "The SPOC-based blended teaching and learning platform (Nightingale in Gen-sEx)" that integrates effective educational strategies and e-learning methods to meet the Taiwanese nurse's learning needs. This project is aimed at resolving sexual education learning problems in nursing continuing education due to the time constraints at clinical sites and the shortage of teaching staff. Nurse-patient communication attitudes and skills about sex will be enhanced.

Read the detailed description

The research team constructed a course for hospital nurses that followed the commonly used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The first year research purpose is to: (1) explore the characteristics of nursing-patient communication about sex and the core educational needs content for nurses using triangulation methods. (2) Construct gender-sensitivity structures characteristics of nursing-patient communication about sex and course framework according to the modified Delphi method results and course needs assessment. The second year develops the SPOC-based blended teaching and learning platform (E-generation Angel of Happiness") and conducts a pilot study to test and correct the course content and method. In the third year a pretest-posttest randomized control group design will be implemented to investigate the effectiveness of the course "E-generation Angel of Happiness" in improving competencies of nurse-patient communication about sex, including attitudes, and practices, among nurses.

Conditions: Nurse-Patient Relations
Being tested: Received the Nightingale in Gen-sEx course
Keywords: sex education, gender-sensitivity, nurse-patient communication, continuing education, SPOC

What participants receive

What participants receive. In a randomised study each person is assigned to one group by chance.

Received the Nightingale in Gen-sEx courseBehavioural
The experimental group (n=75) will participate in the SPOC- based education program, consisting of five online teaching and learning modules over the span of 3 months and two hours of offline classroom.

Study groups in NCT05729672
Study group	Role	What they receive
The experimental group	Experimental	The experimental group will participate in the SPOC- based education program, consisting of five online teaching and learning modules over the span of 3 months and two hours of offline classroom. Receives: Behavioral: Received the Nightingale in Gen-sEx course
The control group	No intervention	The control group will not receive any education. Data will be collected at baseline, 1 month and 3 months after intervention.

What is being measured

The primary outcome is the main question the study is designed to answer.

Sexual Communication between Nurses and Patients
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course.
Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Measured: Data were collected at baseline.
Sexual Communication between Nurses and Patients
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course.
Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Measured: Data were collected at 1 month after the course.
Sexual Communication between Nurses and Patients
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course.
Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Measured: Data were collected at 3 month after the course.
Gender sensitivity
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course.
The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.
Measured: Data were collected at baseline.
Gender sensitivity
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course.
The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.
Measured: Data were collected at 1 month after the course.
Gender sensitivity
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course.
The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.
Measured: Data were collected at 3 month after the course.

Secondary outcomes (2)

Sexual health care attitudes
The research project assessed changes in sexual health care attitude by the Sexual Health Care Scale-Attitude (SHCS-A) from baseline to 3 months after the course.
The Sexual Health Care Scale-Attitude (SHCS-A) was used to measure attitudes toward Sexual Health Care for oncology patients. This scale was developed for oncology nurses, and has been proven valid and reliable (Kim \& Kim, 2011). The scale consists of 17 items, with each item rated on a three-point scale ranging from 1 (agree) to 3 (disagree). The total scores range from 17 to 51. The SHCS-A consists of four factors: discomfort in providing SHC, feeling uncertain about patient's acceptance, fear of colleagues' negative response, and lack of environmental support. Higher scores indicate a more positive attitude toward SHC for oncology patients. Cronbach's α for this scale was .93 (Kim \& Kim, 2011).
Measured: Data were collected at baseline, 1 month, and 3 months after the course.
Readiness of talking about sex
The research project assessed changes in readiness of talking about sex by Lee's (2019) "Readiness to Talk About Sex Stage Scale" from baseline to 3 months after the course.
Lee's (2019) "Readiness to Talk About Sex Stage Scale" assesses nurses' readiness to talk about sex with patients: "I do not think it is necessary to talk to patients about sex or provide sexual health information"; "I do not want to talk about sex with patients, nor have I talking to patients about sex"; "I think I should give sexual health advice to patients or talk to patients about sex, but I do not want to do so yet"; "I want to talk to patients about sex or provide sexual health counseling, however, I still not started"; "I have started talking to patients about sex or giving sexual health counseling"; "I have started talking to patients' about sex or giving sexual health counseling and have done so routinely for more than three months'"; and according to These five options are scored on a scale of 1 to 5.
Measured: Data were collected at baseline, 1 month, and 3 months after the course.

Timeline

From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.

31 Oct 201731 Oct 2020

First posted15 Feb 2023
Study start31 Oct 2017
Primary completion16 Aug 2020
Study completion31 Oct 2020

Resources

Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
Publications (27)Papers the sponsor has linked to this study.
Other trials for Nurse-Patient RelationsStudies of the same condition, open and under way.
What the trial phases meanHow a treatment moves from first tests in people to approval.

More details

For doctors and researchers: how the study is designed, who runs it, and its registry IDs.

Study design

Study type: Interventional
Phase: Phase N/A
Primary purpose: Other
Allocation: Randomised
Intervention model: Parallel groups
Model description: The course includes five online teaching and learning modules and two hours of offline teaching and learning, using MOOCs/SPOCs online teaching system and constructs on the Chinese Open Education platform. For this prospective, randomized controlled trial, 150 nurses working in a medical center in northern Taiwan were recruited and randomized into 2 groups. The experimental group (n=75) received the Nightingale in Gen-sEx course. The control group (n=75) received without course. Data were collected at baseline, 1month, and 3 months after the course.
Masking: Double blind
Who is masked: Participant, Investigator
Enrolment: 150 participants (actual)

IDs, dates and publications

ClinicalTrials.gov ID: NCT05729672
Sponsor's protocol ID: 106-2629-S-182-002
Status last verified: Feb 2023
First submitted: 29 Dec 2022
Last updated: 15 Feb 2023
Results posted: No
Data monitoring committee: No
FDA-regulated drug: No
FDA-regulated device: No
Individual data sharing: No

Publications

Aloush SM. Lecture-based education versus simulation in educating student nurses about central line-associated bloodstream infection-prevention guidelines. J Vasc Nurs. 2019 Jun;37(2):125-131. doi: 10.1016/j.jvn.2018.11.006. Epub 2019 Jan 7.
PubMed 31155159
Annerstedt CF, Glasdam S. Nurses' attitudes towards support for and communication about sexual health-A qualitative study from the perspectives of oncological nurses. J Clin Nurs. 2019 Oct;28(19-20):3556-3566. doi: 10.1111/jocn.14949. Epub 2019 Jun 4.
PubMed 31165516
Bardach, L., Rushby, J. V., Kim, L. E., & Klassen, R. M. (2021). Using video-and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology, 30(2), 251-264. doi: 10.1080/1359432X.2020.1736619
Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Educ Today. 2014 Oct;34(10):1311-23. doi: 10.1016/j.nedt.2013.05.002. Epub 2013 Jun 18.
PubMed 23786869
Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x.
PubMed 20423432
Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320.
Faulder GS, Riley SC, Stone N, Glasier A. Teaching sex education improves medical students' confidence in dealing with sexual health issues. Contraception. 2004 Aug;70(2):135-9. doi: 10.1016/j.contraception.2004.03.010.
PubMed 15288218
Fennell R, Grant B. Discussing sexuality in health care: A systematic review. J Clin Nurs. 2019 Sep;28(17-18):3065-3076. doi: 10.1111/jocn.14900. Epub 2019 Jun 13.
PubMed 31017326
Frederick NN, Campbell K, Kenney LB, Moss K, Speckhart A, Bober SL. Barriers and facilitators to sexual and reproductive health communication between pediatric oncology clinicians and adolescent and young adult patients: The clinician perspective. Pediatr Blood Cancer. 2018 Aug;65(8):e27087. doi: 10.1002/pbc.27087. Epub 2018 Apr 26.
PubMed 29697189
Habes EV, Jepma P, Parlevliet JL, Bakker A, Buurman BM. Video-based tools to enhance nurses' geriatric knowledge: A development and pilot study. Nurse Educ Today. 2020 Jul;90:104425. doi: 10.1016/j.nedt.2020.104425. Epub 2020 Apr 3.
PubMed 32311666
Huang CY, Tsai LY, Liao WC, Lee S. Nursing interventions on sexual health: validation of the NISH Scale in baccalaureate nursing students in Taiwan. J Sex Med. 2012 Oct;9(10):2600-8. doi: 10.1111/j.1743-6109.2012.02784.x. Epub 2012 May 22.
PubMed 22616685
Jonsdottir JI, Zoega S, Saevarsdottir T, Sverrisdottir A, Thorsdottir T, Einarsson GV, Gunnarsdottir S, Fridriksdottir N. Changes in attitudes, practices and barriers among oncology health care professionals regarding sexual health care: Outcomes from a 2-year educational intervention at a University Hospital. Eur J Oncol Nurs. 2016 Apr;21:24-30. doi: 10.1016/j.ejon.2015.12.004. Epub 2016 Jan 5.
PubMed 26952675
Kim JH, Shin JS. Effects of an online problem-based learning program on sexual health care competencies among oncology nurses: a pilot study. J Contin Educ Nurs. 2014 Sep;45(9):393-401. doi: 10.3928/00220124-20140826-02.
PubMed 25153429
McDonald EW, Boulton JL, Davis JL. E-learning and nursing assessment skills and knowledge - An integrative review. Nurse Educ Today. 2018 Jul;66:166-174. doi: 10.1016/j.nedt.2018.03.011. Epub 2018 Mar 21.
PubMed 29705504
Mohamadi-Bolbanabad S, Farnam F, Pakgohar M. The Effect of Virtual Education on Midwifery Students' Knowledge of Child Sexual Training. Iran J Nurs Midwifery Res. 2019 Sep-Oct;24(5):337-342. doi: 10.4103/ijnmr.IJNMR_96_18.
PubMed 31516518

Want to know more?

The sponsor has not listed a contact. The official record may have more details.

Talk to your doctor first and take this page with you. Only the study team can confirm whether you can join.

Questions to ask the study team

What is the study trying to find out?
What would I need to do, and how often would I visit?
Could I receive a placebo instead of the treatment?
What are the possible risks and benefits for me?
Will it cost me anything? Are travel or time paid for?
Can I keep seeing my own doctor during the study?
What happens when the study ends?

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Study at a glance

From the registry record, last updated by the sponsor on 15 Feb 2023. Recruitment status is as the sponsor reported it: confirm with the study team.

Official title: Developing and Testing a Small Private Online Course (SPOC) for Nurse-patient Communication About Sex.
ClinicalTrials.gov ID: NCT05729672
Acronym / sponsor ID: 106-2629-S-182-002
Conditions: Nurse-Patient Relations
Keywords: sex education, gender-sensitivity, nurse-patient communication, continuing education, SPOC
Study type: Interventional
Recruitment status: Completed
Enrolment: 150 participants (actual)
Lead sponsor: Chang Gung Memorial HospitalUniversity, hospital or other
Study start: 31 Oct 2017 (actual)
Primary completion: 16 Aug 2020 (actual)
Study completion: 31 Oct 2020 (actual)
First posted: 15 Feb 2023 (actual)
Results: Not posted in the source record

Clinical summary

The research question as the sponsor registered it. This describes what the study plans to test, not what it found.

Detailed description

Study design

Primary purpose: Other
Allocation: Randomised
Intervention model: Parallel groups
Masking: Double blind (participant, investigator)
Number of arms: 2
Model description: The course includes five online teaching and learning modules and two hours of offline teaching and learning, using MOOCs/SPOCs online teaching system and constructs on the Chinese Open Education platform. For this prospective, randomized controlled trial, 150 nurses working in a medical center in northern Taiwan were recruited and randomized into 2 groups. The experimental group (n=75) received the Nightingale in Gen-sEx course. The control group (n=75) received without course. Data were collected at baseline, 1month, and 3 months after the course.

Arm	Type	Receives
The experimental group	Experimental	Behavioral: Received the Nightingale in Gen-sEx courseThe experimental group will participate in the SPOC- based education program, consisting of five online teaching and learning modules over the span of 3 months and two hours of offline classroom.
The control group	No intervention	–The control group will not receive any education. Data will be collected at baseline, 1 month and 3 months after intervention.

Who may qualify

Ages: 20 to 50 years
Sex: All
Healthy volunteers: Accepted
Age groups: Adult

Key inclusion criteria (5 listed)

20 to 50 years old.
Below N3 rank.
Full-time nurse in clinical care.
Have smartphones or computers, and be able to use and be online.
Nurses who are willing to participate in this study and sign the consent form

Key exclusion criteria (3 listed)

Will leave within 3 months.
unable to learn online.
The working units are surgery room, recovery room, hospice ward, supply center.

Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.

Interventions

Intervention	Type	Arms
Received the Nightingale in Gen-sEx courseThe experimental group (n=75) will participate in the SPOC- based education program, consisting of five online teaching and learning modules over the span of 3 months and two hours of offline classroom.	Behavioural	The experimental group

Primary outcome

Sexual Communication between Nurses and Patients
Time frame: Data were collected at baseline.
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course. Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Sexual Communication between Nurses and Patients
Time frame: Data were collected at 1 month after the course.
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course. Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Sexual Communication between Nurses and Patients
Time frame: Data were collected at 3 month after the course.
The research project assessed changes in sexual communication between Nurses and Patients by Sexual Communication Scale between Nurses and Patients(SCS-NS) from baseline to 3 months after the course. Sexual Communication Scale between Nurses and Patients (SCS-NS) is developed with reference to "Questionnaires of barriers to discussing sexuality with patients" by Hordern et al. (2009). It has 14 items and consists of two parts: 1. Frequency of sexual communication with patients (4 items ) and 2. Sexual Communication Barrier Scale (10 questions). The Sexual Communication Obstacle Scale adopts a Likert 5-point scale for scoring, and the higher the score, the higher the sexual barrier to talking with the patient and the lower the level of nurse-patient communication. The questionnaire will undergo expert validity testing again, and the internal consistency of the scale reliability will be evaluated by the Cronbach Alpha coefficient.
Gender sensitivity
Time frame: Data were collected at baseline.
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course. The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.
Gender sensitivity
Time frame: Data were collected at 1 month after the course.
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course. The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.
Gender sensitivity
Time frame: Data were collected at 3 month after the course.
The research project assessed changes in gender sensitivity by Gender-Sensitivity Scale for Nurses from baseline to 3 months after the course. The scale" Gender-Sensitivity Scale for Nurses" is a self-development scale, referring to the gender-blind connotation of sexual health guidance for medical staff proposed by Lee et al. (2017) and the Gender Awareness Scale developed by Verdonk et al. (Njmegen Medical Gender Awareness Scale). (2007), to be developed. The scale consists of 14 items, with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Questions 10, 12, 13, and 14 are reverse-scoring, and the scoring range is 10-50 points. The higher the score, the lower the gender sensitivity and gender blindness. The questionnaire will undergo the expert validity test, and Cronbach's α coefficient will evaluate the internal consistency of the scale reliability. In this study, Cronbach's alpha for the quantitative learning needs assessment was 0.79.

2 secondary outcomes

Sexual health care attitudes
Time frame: Data were collected at baseline, 1 month, and 3 months after the course.
Readiness of talking about sex
Time frame: Data were collected at baseline, 1 month, and 3 months after the course.

Results and safety

The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.

Research links

Official record on ClinicalTrials.govLast updated by the sponsor 15 Feb 2023.
Background: PubMed 31155159Aloush SM. Lecture-based education versus simulation in educating student nurses about central line-associated bloodstream infection-prevention guidelines. J Vasc Nurs. 2019 Jun;37(2):125-131. doi: 10.1016/j.jvn.2018.11.006. Epub 2019 Jan 7.
Background: PubMed 31165516Annerstedt CF, Glasdam S. Nurses' attitudes towards support for and communication about sexual health-A qualitative study from the perspectives of oncological nurses. J Clin Nurs. 2019 Oct;28(19-20):3556-3566. doi: 10.1111/jocn.14949. Epub 2019 Jun 4.
BackgroundBardach, L., Rushby, J. V., Kim, L. E., & Klassen, R. M. (2021). Using video-and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology, 30(2), 251-264. doi: 10.1080/1359432X.2020.1736619
Background: PubMed 23786869Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Educ Today. 2014 Oct;34(10):1311-23. doi: 10.1016/j.nedt.2013.05.002. Epub 2013 Jun 18.
Background: PubMed 20423432Cant RP, Cooper SJ. Simulation-based learning in nurse education: systematic review. J Adv Nurs. 2010 Jan;66(1):3-15. doi: 10.1111/j.1365-2648.2009.05240.x.
BackgroundDelen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320.
Background: PubMed 15288218Faulder GS, Riley SC, Stone N, Glasier A. Teaching sex education improves medical students' confidence in dealing with sexual health issues. Contraception. 2004 Aug;70(2):135-9. doi: 10.1016/j.contraception.2004.03.010.
Background: PubMed 31017326Fennell R, Grant B. Discussing sexuality in health care: A systematic review. J Clin Nurs. 2019 Sep;28(17-18):3065-3076. doi: 10.1111/jocn.14900. Epub 2019 Jun 13.
Background: PubMed 29697189Frederick NN, Campbell K, Kenney LB, Moss K, Speckhart A, Bober SL. Barriers and facilitators to sexual and reproductive health communication between pediatric oncology clinicians and adolescent and young adult patients: The clinician perspective. Pediatr Blood Cancer. 2018 Aug;65(8):e27087. doi: 10.1002/pbc.27087. Epub 2018 Apr 26.
Background: PubMed 32311666Habes EV, Jepma P, Parlevliet JL, Bakker A, Buurman BM. Video-based tools to enhance nurses' geriatric knowledge: A development and pilot study. Nurse Educ Today. 2020 Jul;90:104425. doi: 10.1016/j.nedt.2020.104425. Epub 2020 Apr 3.
Background: PubMed 22616685Huang CY, Tsai LY, Liao WC, Lee S. Nursing interventions on sexual health: validation of the NISH Scale in baccalaureate nursing students in Taiwan. J Sex Med. 2012 Oct;9(10):2600-8. doi: 10.1111/j.1743-6109.2012.02784.x. Epub 2012 May 22.
Background: PubMed 26952675Jonsdottir JI, Zoega S, Saevarsdottir T, Sverrisdottir A, Thorsdottir T, Einarsson GV, Gunnarsdottir S, Fridriksdottir N. Changes in attitudes, practices and barriers among oncology health care professionals regarding sexual health care: Outcomes from a 2-year educational intervention at a University Hospital. Eur J Oncol Nurs. 2016 Apr;21:24-30. doi: 10.1016/j.ejon.2015.12.004. Epub 2016 Jan 5.
Individual participant dataSharing planned: No

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Integrated Management of Atypical Parkinsonism: A Home-based Patient-Centered Healthcare Delivery Based on Telenursing (IMPACT Study)
Atypical Parkinsonism, MSA - Multiple System Atrophy
Enrolling by invitation
Impact of Intensive Care Unit Nurse Participation in Post - ICU Follow Up Clinic
Nurse-Patient Relations, Nurse Role
RecruitingObservational study
Research Project on the Risk of Discomfort, Pain, Alteration of Skin Condition in Bedpan Use by Patients and Caregivers
Nurse-Patient Relations
Enrolling by invitationObservational study
Palliative Care for Patients With Liver Cirrhosis
End of Life Care, Liver Cirrhosis

Referral and contact

AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.

Jian Tao LEE, Professor principal investigator

Chang Gung University

1 site in 1 country: see every site and its status.

Questions about this trial

What is this clinical trial studying?

A study testing Received the Nightingale in Gen-sEx course in people with Nurse-Patient Relations, run by Chang Gung Memorial Hospital at 1 site in Taiwan.

The full registered description is in the About this study section and the official record.

Who may be eligible to take part?

The sponsor lists 5 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.

Is this clinical trial currently recruiting?

The record says: finished, as of the sponsor's last update on 15 Feb 2023. Status can change between updates, so confirm with the study contact before making plans.

Where is the study taking place?

The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.

What are the possible benefits and risks?

They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.

Are results available for this study?

The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.

How can a doctor refer a patient or contact the research team?

The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.

What does the primary outcome measure?

Sexual Communication between Nurses and Patients (time frame: Data were collected at baseline.). The study lists 6 primary outcomes in all. It is what the study was designed to measure, not a finding.

Where can I read the original study information?

On the ClinicalTrials.gov record for NCT05729672, which also lists 27 linked publications.

Does a listing mean the treatment is approved or proven to work?

No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.

How often is this information updated?

AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 Feb 2023; AzTrials last refreshed its copy on 27 Oct 2026.