NurseADDIENCT07269132
Applying the ADDIE Model to Develop a Multimedia Program to Enhance Chemotherapy Knowledge and Self-Efficacy Among Intensive Care Unit Nurses
A study testing Interactive multimedia education in people with Nurse and Self-Efficacy, run by National Cheng-Kung University Hospital at 1 site in Taiwan.
Trial summary
Research Methods, Procedures, and Participant Requirements: This study will test a multimedia interactive learning system designed to help nurses conveniently learn about chemotherapy drug administration. The study is scheduled to be conducted from November to December, 2025. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nurse, Self-Efficacy, eLearning
- What is being tested?
- Interactive multimedia education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 50 participants
- Where
- 1 siteTaiwan
- Study dates
- 1 Nov 2025to 31 Dec 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Participants must meet all of the following criteria:
- Currently employed as nurses in the Intensive Care Unit (ICU) and actively engaged in patient care involving chemotherapy ad-ministration or chemotherapy-related nursing responsibilities.
- This ensures that participants possess foundational knowledge and clinical experience relevant to chemotherapy procedures.
Who cannot join
- Participants meeting any of the following conditions will be excluded:
- Nurses who are temporarily away from clinical duties, such as those on personal leave, leave of absence, or unpaid leave.
- Nurses who are unable to participate consistently due to job reassignment or changes in work responsibilities.
- Nurses currently participating in other chemotherapy-related research that may interfere with data collection or study outcomes.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Applying the ADDIE Model to Develop a Multimedia Educational Program to Enhance Chemotherapy Knowledge and Self-Efficacy Among ICU Nurses in a Medical Center in Southern Taiwan
Research Methods, Procedures, and Participant Requirements:
This study will test a multimedia interactive learning system designed to help nurses conveniently learn about chemotherapy drug administration. The study is scheduled to be conducted from November to December, 2025. Participants are expected to cooperate with the following procedures:
Read more
Pre-test: Complete a questionnaire that includes basic demographic information and a self-efficacy scale. The estimated time for completion is about 10 minutes.
System Experience: Use the multimedia learning system developed by the research team to study topics such as chemotherapy administration procedures, common error management, and side effect monitoring. The total learning time is approximately 30 minutes, and participants may use the system at their own pace-continuous use in one session is not required.
Post-test: After completing the learning session, participants will fill out another questionnaire assessing learning outcomes, changes in self-efficacy, user experience, and system usability. This takes approximately 15-20 minutes.
The total participation time is estimated to be 45-60 minutes. All responses will be collected anonymously. Participants may contact the research team at any time if they have questions or concerns, and assistance will be provided as needed.
Read the detailed description
This study adopted a quasi-experimental research design using a one-group pretest-posttest approach, and participants were recruited through convenience sampling. The overall research framework followed the ADDIE model, which consists of four main phases: Analysis, Design, Development \& Implementation, and Evaluation. The study integrated the clinical needs of the intensive care unit (ICU) to develop and apply an interactive multimedia educational program. The research process is described as follows:
- Analysis Phase In this phase, the research team conducted a situational analysis in the ICU through on-site interviews and structured interview guides with nurses to gain a comprehensive understanding of the challenges they face during chemotherapy administration. The key areas of investigation included nurses' familiarity with drug characteristics, mastery of administration and standard procedures, monitoring of chemotherapy-related side effects, and their ability to respond to unexpected situations. To assess nurses' self-efficacy comprehensively, a self-efficacy questionnaire was distributed to collect data on their confidence and practical needs regarding chemotherapy administration and medication safety. The findings from this phase served as the foundation for the subsequent system design, ensuring that the system functions aligned closely with clinical practice needs.
- Design Phase Based on the results of the analysis phase, the second phase focused on constructing a blueprint for the interactive multimedia education program. The research unit established an Oncology Treatment Task Force in 2021 and released a revised version of the "Oncology Treatment Manual" in the same year. The 32-page manual covers topics such as pre-administration assessment, introduction to common oral and injectable chemotherapy drugs, principles for handling medical orders, and procedures for managing extravasation. It also integrates audiovisual teaching resources to provide multiple learning channels. Drawing upon the manual and clinical requirements, the research team developed a scenario-based interactive multimedia design emphasizing common clinical issues and medication processes. This allows nurses to receive accurate, real-time guidance when encountering problems or seeking information in clinical practice.
- Development \& Implementation Phase In this phase, the research team developed and implemented the multimedia educational content and system interface based on the needs and materials identified in the previous stages. The process included functional development, content verification, and multiple rounds of pilot testing. ICU nurses were invited to test the system and provide feedback. The research team continuously refined the interface and content presentation according to user feedback to ensure that the educational system met real clinical requirements and was user-friendly.
- Evaluation Phase
During the evaluation phase, the research team collected nurses' feedback after using the multimedia system. The evaluation incorporated the Technology Acceptance Model (TAM) and the System Usability Scale (SUS) to assess the system's usability and acceptance. If the results indicated areas for improvement, the team would return to the design or development phase for revision and optimization, achieving continuous iteration and quality enhancement of the system.
- Conditions
- Nurse, Self-Efficacy, eLearning, Chemotherapy, ICU
- Being tested
- Interactive multimedia education
- Keywords
- ADDIE model, Interactive multimedia education, Chemotherapy nursing competence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Interactive multimedia educationOther
This intervention involves the implementation and evaluation of an interactive multimedia learning system developed to enhance nurses' competence and self-efficacy in chemotherapy administration. The system integrates clinical guidelines, audiovisual demonstrations, and scenario-based simulations designed according to the ADDIE instructional design model (Analysis, Design, Development \& Implementation, Evaluation).
Participants will first complete a pretest assessing baseline knowledge and self-efficacy, then independently access the multimedia learning platform to engage with modules covering chemotherapy drug administration procedures, error management, and adverse effect monitoring. The platform allows self-paced learning and provides instant feedback through interactive exercises. After completion, participants will take a posttest evaluating knowledge gain, self-efficacy improvement, and system usability.
| Study group | Role | What they receive |
|---|---|---|
| Single-Group Interactive Multimedia Learning Intervention | Experimental | Participants in this arm will receive access to an interactive multimedia learning system developed based on the ADDIE model (Analysis, Design, Development \& Implementation, Evaluation). The system provides scenario-based modules covering chemotherapy drug administration procedures, error prevention, and adverse effect monitoring.
Each participant will complete a pretest assessing baseline knowledge and self-efficacy, followed by a self-paced learning session using the multimedia system for approximately 30 minutes. After completing the learning activities, participants will take a posttest evaluating knowledge acquisition, changes in self-efficacy, and system usability using the System Usability Scale (SUS).
This single-group intervention aims to enhance ICU nurses' competence, confidence, and learning engagement in chemotherapy care through an interactive, technology-enhanced educational approach. Receives: Other: Interactive multimedia education |
What is being measured
The primary outcome is the main question the study is designed to answer.
The primary outcome (1) change in chemotherapy-related knowledge
Change in Knowledge
Knowledge will be assessed using a structured questionnaire derived from the Oncology Treatment Manual, covering medication preparation, administration procedures, and the management of adverse effects. Objective knowledge will be measured using a 20-30 item multiple-choice exam based on the same content areas, with scores reported as percentage correct and pass rate (threshold ≥80%). Changes in knowledge scores from pretest to posttest will be used to evaluate the effect of the intervention.The score ranges from 0 to 100, with higher scores indicating better performance.
Measured: Baseline (pretest) and immediately after completion of the multimedia learning intervention (posttest, approximately within 1 hour).
Self-Efficacy
Self-efficacy will be measured using the 10-item General Self-Efficacy Scale (GSES), a validated instrument assessing participants' confidence in safely performing chemotherapy-related nursing tasks. The scale is rated on a 4-point Likert format (score range: 10-40), with higher scores indicating stronger self-efficacy. Changes in self-efficacy scores from pretest to posttest will be used to determine the effect of the multimedia learning system. In this study, the GSES demonstrated high reliability (Cronbach's α = 0.940).
Measured: Baseline (pretest) and immediately after completion of the multimedia learning intervention (posttest, approximately within 1 hour).
Secondary outcomes (2)
System Usability
System usability was evaluated using the validated 10-item System Usability Scale (SUS), a widely applied instrument for assessing ease of use, interface quality, and overall user satisfaction. Items are rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). SUS scoring follows the standard method: odd-numbered items are scored as response - 1, and even-numbered items as 5 - response, producing item scores from 0 to 4. The total score is then multiplied by 2.5 to yield a final SUS score ranging from 0 to 100, with higher scores indicating better usability. Scores ≥70 are generally considered acceptable, with higher thresholds reflecting good to excellent usability.
Measured: Immediately after completion of the multimedia learning intervention (within 1 hour).
Technology Acceptance
System acceptance was assessed using an adapted 11-item Technology Acceptance Model (TAM) questionnaire covering perceived usefulness (PU), perceived ease of use (PEOU), and user attitude (UA). Items were rated on a five-point Likert scale (1 = strongly disagree, 5 = strongly agree), with higher scores indicating greater agreement. Domain scores were calculated as the mean of items within each construct. A total score (range: 11-55) was also derived by summing all items, with higher values indicating stronger overall system acceptance.
Measured: Immediately after completion of the multimedia learning intervention (within 1 hour)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted8 Dec 2025
- Study start1 Nov 2025
- Primary completion30 Jul 2026 (estimated)
- Study completion31 Dec 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (13)Papers the sponsor has linked to this study.
- Other trials for NurseStudies 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
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 50 participants (estimated)
Sponsor and investigators
- Lead sponsor
- National Cheng-Kung University Hospital
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07269132
- Sponsor's protocol ID
- A-ER-114-399
- Acronym
- ADDIE
- Status last verified
- Dec 2025
- First submitted
- 19 Nov 2025
- Last updated
- 8 Dec 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Tsang SK, Hui EK, Law BC. Self-efficacy as a positive youth development construct: a conceptual review. ScientificWorldJournal. 2012;2012:452327. doi: 10.1100/2012/452327. Epub 2012 Apr 29.
PubMed 22645423Torous J, Chan SR, Yee-Marie Tan S, Behrens J, Mathew I, Conrad EJ, Hinton L, Yellowlees P, Keshavan M. Patient Smartphone Ownership and Interest in Mobile Apps to Monitor Symptoms of Mental Health Conditions: A Survey in Four Geographically Distinct Psychiatric Clinics. JMIR Ment Health. 2014 Dec 23;1(1):e5. doi: 10.2196/mental.4004. eCollection 2014 Jul-Dec.
PubMed 26543905Rosenberg, M. J. (2001). E-learning: Strategies for Delivering Knowledge in the Digital. Mcgraw- 2001.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
Molenda, M. (2003). In search of the elusive ADDIE model. Performance improvement, 42(5), 34-37.
McKimm J, Jollie C, Cantillon P. ABC of learning and teaching: Web based learning. BMJ. 2003 Apr 19;326(7394):870-3. doi: 10.1136/bmj.326.7394.870. No abstract available.
PubMed 12702625McCarthy BC Jr, Tuiskula KA, Driscoll TP, Davis AM. Medication errors resulting in harm: Using chargemaster data to determine association with cost of hospitalization and length of stay. Am J Health Syst Pharm. 2017 Dec 1;74(23 Supplement 4):S102-S107. doi: 10.2146/ajhp160848.
PubMed 29167147Klasnja P, Pratt W. Healthcare in the pocket: mapping the space of mobile-phone health interventions. J Biomed Inform. 2012 Feb;45(1):184-98. doi: 10.1016/j.jbi.2011.08.017. Epub 2011 Sep 9.
PubMed 21925288World Health Organization. (2017). Global diffusion of eHealth: making universal health coverage achievable: report of the third global survey on eHealth. World Health Organization.
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986 (23-28), 2.
McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015 Feb;71(2):255-70. doi: 10.1111/jan.12509. Epub 2014 Aug 19.
PubMed 25134985Button 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
Study at a glance
From the registry record, last updated by the sponsor on 8 Dec 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Applying the ADDIE Model to Develop a Multimedia Educational Program to Enhance Chemotherapy Knowledge and Self-Efficacy Among ICU Nurses in a Medical Center in Southern Taiwan
- ClinicalTrials.gov ID
- NCT07269132
- Acronym / sponsor ID
- ADDIE / A-ER-114-399
- Conditions
- Nurse, Self-Efficacy, eLearning, Chemotherapy, ICU
- Keywords
- ADDIE model, Interactive multimedia education, Chemotherapy nursing competence
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 50 participants (estimated)
- Lead sponsor
- National Cheng-Kung University HospitalUniversity, hospital or other
- Study start
- 1 Nov 2025 (actual)
- Primary completion
- 30 Jul 2026 (estimated)
- Study completion
- 31 Dec 2026 (estimated)
- First posted
- 8 Dec 2025 (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.
Research Methods, Procedures, and Participant Requirements:
This study will test a multimedia interactive learning system designed to help nurses conveniently learn about chemotherapy drug administration. The study is scheduled to be conducted from November to December, 2025. Participants are expected to cooperate with the following procedures:
Pre-test: Complete a questionnaire that includes basic demographic information and a self-efficacy scale. The estimated time for completion is about 10 minutes.
System Experience: Use the multimedia learning system developed by the research team to study topics such as chemotherapy administration procedures, common error management, and side effect monitoring. The total learning time is approximately 30 minutes, and participants may use the system at their own pace-continuous use in one session is not required.
Post-test: After completing the learning session, participants will fill out another questionnaire assessing learning outcomes, changes in self-efficacy, user experience, and system usability. This takes approximately 15-20 minutes.
The total participation time is estimated to be 45-60 minutes. All responses will be collected anonymously. Participants may contact the research team at any time if they have questions or concerns, and assistance will be provided as needed.
Detailed description
This study adopted a quasi-experimental research design using a one-group pretest-posttest approach, and participants were recruited through convenience sampling. The overall research framework followed the ADDIE model, which consists of four main phases: Analysis, Design, Development \& Implementation, and Evaluation. The study integrated the clinical needs of the intensive care unit (ICU) to develop and apply an interactive multimedia educational program. The research process is described as follows:
- Analysis Phase In this phase, the research team conducted a situational analysis in the ICU through on-site interviews and structured interview guides with nurses to gain a comprehensive understanding of the challenges they face during chemotherapy administration. The key areas of investigation included nurses' familiarity with drug characteristics, mastery of administration and standard procedures, monitoring of chemotherapy-related side effects, and their ability to respond to unexpected situations. To assess nurses' self-efficacy comprehensively, a self-efficacy questionnaire was distributed to collect data on their confidence and practical needs regarding chemotherapy administration and medication safety. The findings from this phase served as the foundation for the subsequent system design, ensuring that the system functions aligned closely with clinical practice needs.
- Design Phase Based on the results of the analysis phase, the second phase focused on constructing a blueprint for the interactive multimedia education program. The research unit established an Oncology Treatment Task Force in 2021 and released a revised version of the "Oncology Treatment Manual" in the same year. The 32-page manual covers topics such as pre-administration assessment, introduction to common oral and injectable chemotherapy drugs, principles for handling medical orders, and procedures for managing extravasation. It also integrates audiovisual teaching resources to provide multiple learning channels. Drawing upon the manual and clinical requirements, the research team developed a scenario-based interactive multimedia design emphasizing common clinical issues and medication processes. This allows nurses to receive accurate, real-time guidance when encountering problems or seeking information in clinical practice.
- Development \& Implementation Phase In this phase, the research team developed and implemented the multimedia educational content and system interface based on the needs and materials identified in the previous stages. The process included functional development, content verification, and multiple rounds of pilot testing. ICU nurses were invited to test the system and provide feedback. The research team continuously refined the interface and content presentation according to user feedback to ensure that the educational system met real clinical requirements and was user-friendly.
- Evaluation Phase
During the evaluation phase, the research team collected nurses' feedback after using the multimedia system. The evaluation incorporated the Technology Acceptance Model (TAM) and the System Usability Scale (SUS) to assess the system's usability and acceptance. If the results indicated areas for improvement, the team would return to the design or development phase for revision and optimization, achieving continuous iteration and quality enhancement of the system.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Single-Group Interactive Multimedia Learning Intervention | Experimental | Other: Interactive multimedia educationParticipants in this arm will receive access to an interactive multimedia learning system developed based on the ADDIE model (Analysis, Design, Development \& Implementation, Evaluation). The system provides scenario-based modules covering chemotherapy drug administration procedures, error prevention, and adverse effect monitoring. Each participant will complete a pretest assessing baseline knowledge and self-efficacy, followed by a self-paced learning session using the multimedia system for approximately 30 minutes. After completing the learning activities, participants will take a posttest evaluating knowledge acquisition, changes in self-efficacy, and system usability using the System Usability Scale (SUS). This single-group intervention aims to enhance ICU nurses' competence, confidence, and learning engagement in chemotherapy care through an interactive, technology-enhanced educational approach. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Participants must meet all of the following criteria:
- Currently employed as nurses in the Intensive Care Unit (ICU) and actively engaged in patient care involving chemotherapy ad-ministration or chemotherapy-related nursing responsibilities.
- This ensures that participants possess foundational knowledge and clinical experience relevant to chemotherapy procedures.
Key exclusion criteria (4 listed)
- Participants meeting any of the following conditions will be excluded:
- Nurses who are temporarily away from clinical duties, such as those on personal leave, leave of absence, or unpaid leave.
- Nurses who are unable to participate consistently due to job reassignment or changes in work responsibilities.
- Nurses currently participating in other chemotherapy-related research that may interfere with data collection or study outcomes.
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 |
|---|---|---|
| Interactive multimedia educationThis intervention involves the implementation and evaluation of an interactive multimedia learning system developed to enhance nurses' competence and self-efficacy in chemotherapy administration. The system integrates clinical guidelines, audiovisual demonstrations, and scenario-based simulations designed according to the ADDIE instructional design model (Analysis, Design, Development \& Implementation, Evaluation). Participants will first complete a pretest assessing baseline knowledge and self-efficacy, then independently access the multimedia learning platform to engage with modules covering chemotherapy drug administration procedures, error management, and adverse effect monitoring. The platform allows self-paced learning and provides instant feedback through interactive exercises. After completion, participants will take a posttest evaluating knowledge gain, self-efficacy improvement, and system usability. | Other | Single-Group Interactive Multimedia Learning Intervention |
Primary outcome
The primary outcome (1) change in chemotherapy-related knowledge
Time frame: Baseline (pretest) and immediately after completion of the multimedia learning intervention (posttest, approximately within 1 hour).
Change in Knowledge Knowledge will be assessed using a structured questionnaire derived from the Oncology Treatment Manual, covering medication preparation, administration procedures, and the management of adverse effects. Objective knowledge will be measured using a 20-30 item multiple-choice exam based on the same content areas, with scores reported as percentage correct and pass rate (threshold ≥80%). Changes in knowledge scores from pretest to posttest will be used to evaluate the effect of the intervention.The score ranges from 0 to 100, with higher scores indicating better performance.
Self-Efficacy
Time frame: Baseline (pretest) and immediately after completion of the multimedia learning intervention (posttest, approximately within 1 hour).
Self-efficacy will be measured using the 10-item General Self-Efficacy Scale (GSES), a validated instrument assessing participants' confidence in safely performing chemotherapy-related nursing tasks. The scale is rated on a 4-point Likert format (score range: 10-40), with higher scores indicating stronger self-efficacy. Changes in self-efficacy scores from pretest to posttest will be used to determine the effect of the multimedia learning system. In this study, the GSES demonstrated high reliability (Cronbach's α = 0.940).
2 secondary outcomes
System Usability
Time frame: Immediately after completion of the multimedia learning intervention (within 1 hour).
Technology Acceptance
Time frame: Immediately after completion of the multimedia learning intervention (within 1 hour)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 8 Dec 2025.
- Background: PubMed 22645423Tsang SK, Hui EK, Law BC. Self-efficacy as a positive youth development construct: a conceptual review. ScientificWorldJournal. 2012;2012:452327. doi: 10.1100/2012/452327. Epub 2012 Apr 29.
- Background: PubMed 26543905Torous J, Chan SR, Yee-Marie Tan S, Behrens J, Mathew I, Conrad EJ, Hinton L, Yellowlees P, Keshavan M. Patient Smartphone Ownership and Interest in Mobile Apps to Monitor Symptoms of Mental Health Conditions: A Survey in Four Geographically Distinct Psychiatric Clinics. JMIR Ment Health. 2014 Dec 23;1(1):e5. doi: 10.2196/mental.4004. eCollection 2014 Jul-Dec.
- BackgroundRosenberg, M. J. (2001). E-learning: Strategies for Delivering Knowledge in the Digital. Mcgraw- 2001.
- BackgroundMorrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
- BackgroundMolenda, M. (2003). In search of the elusive ADDIE model. Performance improvement, 42(5), 34-37.
- Background: PubMed 12702625McKimm J, Jollie C, Cantillon P. ABC of learning and teaching: Web based learning. BMJ. 2003 Apr 19;326(7394):870-3. doi: 10.1136/bmj.326.7394.870. No abstract available.
- Background: PubMed 29167147McCarthy BC Jr, Tuiskula KA, Driscoll TP, Davis AM. Medication errors resulting in harm: Using chargemaster data to determine association with cost of hospitalization and length of stay. Am J Health Syst Pharm. 2017 Dec 1;74(23 Supplement 4):S102-S107. doi: 10.2146/ajhp160848.
- Background: PubMed 21925288Klasnja P, Pratt W. Healthcare in the pocket: mapping the space of mobile-phone health interventions. J Biomed Inform. 2012 Feb;45(1):184-98. doi: 10.1016/j.jbi.2011.08.017. Epub 2011 Sep 9.
- BackgroundWorld Health Organization. (2017). Global diffusion of eHealth: making universal health coverage achievable: report of the third global survey on eHealth. World Health Organization.
- BackgroundBandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
- BackgroundBandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986 (23-28), 2.
- Background: PubMed 25134985McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2015 Feb;71(2):255-70. doi: 10.1111/jan.12509. Epub 2014 Aug 19.
- Individual participant dataSharing planned: No
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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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Interactive multimedia education in people with Nurse and Self-Efficacy, run by National Cheng-Kung University 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 3 inclusion and 4 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: enrolling by invitation, as of the sponsor's last update on 8 Dec 2025. 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?
This study is still under way. Results are not available in the source record yet.
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?
The primary outcome (1) change in chemotherapy-related knowledge (time frame: Baseline (pretest) and immediately after completion of the multimedia learning intervention (posttest, approximately within 1 hour).). The study lists 2 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 NCT07269132, which also lists 13 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 8 Dec 2025; AzTrials last refreshed its copy on 28 Oct 2026.