The Effect of Constructivist Learning Model Based Gynecological Cancer Education on Gynecologic Cancer Awareness, Spiritual Well-being and Health Anxiety: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 107
- 试验地点
- 2
- 主要终点
- gynecologic cancer awareness
研究概览
简要总结
This is a randomised controlled study.The study was conducted to determine the effect of the constructivist education model given to women on gynecological cancer awareness, health Anxiety and spiritual well-being in women . The study population was composed of women living in Kastamonu. Women will be assigned to control and experimental groups. Women in the control group will receive gynecological education from Cancer Early Diagnosis, Screening and Education Centers (KETEM). The other group will receive gynecological cancer education based on the constructivist model.The hypotheses of the study are as follows:
H0: The of constructivist learning model -based health education programme does not have an effect on gynecologic cancer awareness, spiritual well-being and health anxiety.
H1: The of constructivist learning model -based health education programme have an effect on gynecologic cancer awareness, spiritual well-being and health anxiety.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Screening
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 69 Years（Adult, Older Adult）
- 性别
- Female
- 接受健康志愿者
- 是
入选标准
- •being 18 years old,
- •being willing to participate in this study
排除标准
- •having any neuropsychiatric disorder,
- •having any physical or mental illness,
- •being diagnosed with gynecological cancer,
- •not attending theoretical trainings.
研究组 & 干预措施
KETEM
This group was given a three-week standard gynecological cancer education program by the Cancer Early Diagnosis, Screening and Education Centers (KETEM) unit.
constructivist model group
Gynecologic cancer education was given to the intervention group for 3 weeks based on the constructivist education model, taking into account the assimilation, adaptation and balancing stages of education.
干预措施: Education (Other)
结局指标
主要结局
gynecologic cancer awareness
时间窗: before education, after education, 4 weeks after education
comparing the two groups in terms of gynecologic cancer awareness scores. Gynaecological cancer awareness scale will use for data collecting. This scale consists of 41 items and four sub-dimensions, with a minimum score of 41 and a maximum score of 205.The awareness of women is greater the higher the scores obtained from the scale.
spiritual well-being
时间窗: before education, after education, 4 weeks after education
comparing the two groups in terms of spiritual well-being scores.Three-Factor Spiritual Well-Being Scale will use for collecting data.The scale is graded on a 5-point Likert scale (1=Not at all appropriate for me, 2=Not appropriate for me, 3=A little appropriate for me, 4=Quite appropriate for me, 5=Exactly appropriate for me). . An increase in the score obtained from the scale indicates an increase in the spiritual well-being of the individual
health anxiety scores
时间窗: before education, after education, 4 weeks after education
comparison of the two groups in terms of health anxiety scores.Health Anxiety Inventory will use for data collecting.. It is an 18-item self-report inventory. Each item is scored from 0 to 3 The maximum score that can be obtained from the scale is 54 and higher scores indicate higher levels of HAI
次要结局
未报告次要终点
研究者
Şahika ŞİMŞEK ÇETİNKAYA
Head of Midwifery
Kastamonu University