Physical Therapy Students' Reflective Thinking With Narrative Photography in Heart Transplantation

NCT05800912 | Completed

• 1 other identifier: 1821073
• Study Type: interventional
• Target: 117
• Locations: 1 country
• Sites: 1

Brief Summary

Physical therapy students must learn about heart transplantation, and must be able to communicate with patients using empathy and moral sensitivity. The aim of the study is to compare the narrative photography (NP) and traditional learning (TL) methods applied to heart transplantation physical therapy, as they relate to physical therapy students' knowledge, empathy, satisfaction, and moral sensitivity.

Conditions

Students

Keywords

Physiotherapy; Education; Heart transplantation

Outcome Measures

Primary Outcomes (2)

• Knowledge of physical therapy in heart transplantation

  Knowledge of physical therapy in heart transplantation was measured using an ad-hoc multiple-choice questionnaire. To avoid any test preparation, students were not informed that there would be knowledge tests. The tests included 10 multiple-choice questions that assessed physical therapy knowledge of heart transplantation-related issues-this included rate of perceived exertion, cardiopulmonary exercise test, cardiac rehabilitation, symptoms, and signs. The minimum and maximum values were 0 and 10, respectively. Higher scores mean a better outcome.

  Baseline

• Knowledge of physical therapy in heart transplantation

  Knowledge of physical therapy in heart transplantation was measured using an ad-hoc multiple-choice questionnaire. To avoid any test preparation, students were not informed that there would be knowledge tests. The tests included 10 multiple-choice questions that assessed physical therapy knowledge of heart transplantation-related issues-this included rate of perceived exertion, cardiopulmonary exercise test, cardiac rehabilitation, symptoms, and signs. The minimum and maximum values were 0 and 10, respectively. Higher scores mean a better outcome.

  After the intervention (2 weeks)

Secondary Outcomes (5)

• Empathy using the Interpersonal Reactivity Index

  Baseline

• Empathy using the Interpersonal Reactivity Index

  After the intervention (2 weeks)

• Moral sensitivity with the Revised Moral Sensitivity Questionnaire

  Baseline

• Moral sensitivity with the Revised Moral Sensitivity Questionnaire

  After the intervention (2 weeks)

• Satisfaction questionnaire

  After the intervention (2 weeks)

Study Arms (2)

Narrative photography group

EXPERIMENTAL

Students in the NP group performed training activities on empathy and care for patients undergoing heart transplantation.

Other: Narrative photography

Traditional learning group

ACTIVE COMPARATOR

Students in the TL group performed a conventional intervention without real patients.

Other: Traditional learning

Interventions

Narrative photography OTHER

Students were shown real-life written stories, audio, and videos using a private online platform. The training activity included four modules: i) heart transplantation waiting list; ii) life expectancy, fear of death, and organ rejection; iii) post-transplant physical and functional limitations; and iv) lack of knowledge of physical exercise patients can perform. The students were encouraged to think about how they would feel if they had undergone heart transplantation. Afterward, they had to communicate these feelings using up to three photographs and reflective explanatory text. Two weeks later, the students met a heart transplantation expert patient followed by an educator-guided debate. Students' images were shared and discussed. Moreover, students were encouraged to explain their feelings and their acquired skills (two hours).

Narrative photography group

Traditional learning OTHER

A participatory lecture was carried out, in which cardiac rehabilitation in heart transplantation patients was explained. Then, there was an educator-guided debate about protocols and actions (one hour). Second, the students autonomously prepared clinical cases on physical limitations, physical exercise, risk factors, and life after transplantation (two hours). Two weeks later, the clinical session was held among students (2 hours). They adopted the roles of physical therapists or transplant patients to work on: i) post-transplant physical and functional limitations; ii) lack of knowledge of the physical exercise the patient can perform; iii) control of cardiovascular risk factors; iv) life post-transplant.

Traditional learning group

Eligibility Criteria

• Age: 19 Years - 50 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Third-year physical therapy students who were studying the heart transplantation physical therapy course in a Physical therapy Degree.

Sponsors & Collaborators

• University of Valencia: lead

Study Sites (1)

University of Valencia

Valencia, 46010, Spain

Location

Related Publications (2)

• Leyva-Moral JM, Aguayo-Gonzalez M, Folch C, San Rafael S, Gomez-Ibanez R. Nursing students' perceptions of the efficacy of narrative photography as a learning method: A cross-sectional study. Nurs Health Sci. 2022 Jun;24(2):380-386. doi: 10.1111/nhs.12932. Epub 2022 Mar 3.

  PMID: 35199453 BACKGROUND

• Leyva-Moral JM, Gomez-Ibanez R, San Rafael S, Guevara-Vasquez G, Aguayo-Gonzalez M. Nursing students' satisfaction with narrative photography as a method to develop empathy towards people with Hiv: A mixed-design study. Nurse Educ Today. 2021 Jan;96:104646. doi: 10.1016/j.nedt.2020.104646. Epub 2020 Nov 1.

  PMID: 33160157 BACKGROUND

Study Officials

• Elena Marqués Sulé, PhD

  Univeristy of Valencia

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The outcomes assessor was blinded to group allocation. A blinded assessor collected all baseline and post-intervention measures and entered the data.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: March 11, 2023
• First Posted: April 6, 2023
• Study Start: September 1, 2021
• Primary Completion: June 30, 2022
• Study Completion: June 30, 2022
• Last Updated: April 6, 2023

Record last verified: 2023-03

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)