Effectiveness of Palliative Care Training and Its Impact on Experiential Learning

NCT07039344 | Recruiting

• 1 other identifier: LUC/CGPS/0614032022
• Study Type: interventional
• Target: 110
• Locations: 1 country
• Sites: 2

Brief Summary

Palliative care is a complex concept in nursing that needs special education and training. However, it is not focused and under-recognized discipline and the same is consistent with nursing students. In Pakistan, conventional teaching methods in nursing have been dominating all over. These methods are insufficient to meet the evolving needs of palliative care education. Hence, it is vital to explore new innovate approaches for palliative care education. Therefore, the goal of this clinical trial is to test a palliative care training program and its impact on experiential learning among senior student Nurses. The study compares the palliative care training through 5 step pedagogical method versus traditional method. Researchers will compare palliative care training program through 5-step pedagogical framework to 2-step conventional method to see is 5-step pedagogical framework is more effective in enhancing experiential learning in palliative care among senior nursing students compare to conventional method. The group 1 receives palliative care education through 2-step method in which didactic lecture and Simulation session provided. The group 2 receive palliative care education through a 5-step pedagogy in which expose to lecture, Simulation session, video, clinical and self-directed learning session. After intervention the experiential learning will be assessed based on knowledge, skill, and self-efficacy questionnaire.

Conditions

Support, Family; The Effects of Educational Intervention on Nurses Performance

Keywords

Palliative care; palliative care education; compare

Outcome Measures

Primary Outcomes (3)

• Knowledge Questionnaire

  1\. Knowledge: is considering awareness regarding palliative care. It will be measured through a 20-item true, false, and I don't know item scale called the Palliative Care Quiz for Nursing (PCQN), that measure palliative care knowledge among nursing students. The total score ranged from 0 to 20 and will be graded for each student as poor, average and good

  after 6 weeks of intervention and 3 months after intervention

• Self-Efficacy

  Self-efficacy is the professed capability to manage common aspects of palliative care. It will be measured through a 12-item scale called the Palliative Care Self-Efficacy Scale (PCSES). The total score ranged from 0 to 48 and will be graded for each student as low, moderate and good

  after 6 weeks of intervention and 3 months after intervention

• Competency

  is the ability of undergraduate nurse's skill of providing palliative care in clinical practice. It will be measured through Creighton Competency Evaluation Instrument in palliative care (CCEI-PC) in four areas of 1) assessment, 2) communication, 3) clinical judgment, and 4) patient safety. The total score ranged from 0-23 and will be graded as poor, average and good

  after 6 weeks of intervention and 3 months after intervention

Study Arms (2)

Conventional method of Palliative care Training (Group A)

ACTIVE COMPARATOR

Group A receive training through the 2-step Conventional method. The first step comprises lectures followed by skill session. The lecture content will be the same for both groups. The students practiced their skills under instructor supervision on the manikins in groups of 5 students in each group. The errors will be corrected on the spot.

Other: Conventional method of Palliative care Training (Group A)

Pedagogical (LWPPR) method of Palliative care Training (Group B)

EXPERIMENTAL

Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 10 groups will make with a ratio of 10 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students.

Other: Pedagogical (LWPPR) method of Palliative care Training (Group B)

Interventions

Conventional method of Palliative care Training (Group A) OTHER

Group A receive training through the 2-step Conventional method. The first step comprises 1 didactic lecture / week (1 hour) for 10 weeks leading towards the second step of 1 skill session / week for 1 hour under instructor supervision for 6 weeks.

Conventional method of Palliative care Training (Group A)

Pedagogical (LWPPR) method of Palliative care Training (Group B) OTHER

Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 11 groups will make with a ratio of 5 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students.

Pedagogical (LWPPR) method of Palliative care Training (Group B)

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Nursing students of 3rd and 4th year enrolled in the Bachelor of Science in Nursing for the academic year of 2025-2026
• Willing to attend the full course of palliative education.
• Have age of 18- 25 years.
• Both male and female will be included in the study.
• Those willing to give informed consent.

You may not qualify if:

• Will be on leave during study period
• Have already received any educational training on palliative care.
• Working as nursing assistants in any palliative care setting.
• Have supply in the previous academic year.
• Have previous exposure of working in palliative or end of life care services.

Sponsors & Collaborators

• Lincoln University College Malaysia: lead

Study Sites (2)

Al-Aleem Institute of Nursing, Gulab Devi Educational complex, Lahore

Lahore, Punjab Province, 54000, Pakistan

RECRUITING

Rai Foundation College of Nursing

Sargodha, Punjab Province, 54000, Pakistan

RECRUITING

Study Officials

• Mishal Liaqat, PhD Scholar

  Lincoln University College, Malysia

  PRINCIPAL INVESTIGATOR

• Dr. Regidor III Poblete Dioso

  Lincoln University College, Malysia

  STUDY CHAIR

Central Study Contacts

Mishal Liaqat, PhD Scholar

CONTACT

+923434136972; mishee861@gmail.com

Dr. Regidor III Poblete Dioso, Dr

CONTACT

60192072151; duke@lincoln.edu.my

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: The participants of both groups remained uninformed regarding their allocation status by conducting study at two different nursing colleges. Group A intervention will be provided in Rai foundation College of Nursing, Sargodha. The group B will be provided intervention at Al-Aleem Institute of Nursing, Lahore, Pakistan. So, through geographical space masking of participants will be possible. The facilitators / evaluators, who assessed the student's competency, shall remain uninformed regarding the student's allocation status in the post-assessment to minimize the risk of bias and make the assessment more objective.
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: student

Model Details: There will be two groups receiving two different intervention simultaneously. so the best mode match my study is parallel

Study Record Dates

• First Submitted: May 21, 2025
• First Posted: June 26, 2025
• Study Start: July 1, 2025
• Primary Completion: October 30, 2025
• Study Completion: October 30, 2025
• Last Updated: July 4, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share

Locations

PA (2)