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
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 50
- 试验地点
- 1
- 主要终点
- The primary outcome (1) change in chemotherapy-related knowledge
研究概览
简要总结
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.
详细描述
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. 2. 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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •The study site is located in the intensive care unit (ICU) of a medical center in southern Taiwan, and the primary participants are nurses working in this unit. Considering the characteristics of ICU work and its unique clinical environment, participating nurses are required to have sufficient clinical experience to ensure meaningful feedback and accurately reflect the practical impact of the interactive multimedia education program in real clinical settings.
- •Inclusion Criteria
- •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.
排除标准
- •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.
结局指标
主要结局
The primary outcome (1) change in chemotherapy-related knowledge
时间窗: 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
时间窗: 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).
Self-Efficacy
时间窗: 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).
The primary outcome (1) change in chemotherapy-related knowledge
时间窗: 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.
次要结局
- System Usability(Immediately after completion of the multimedia learning intervention (within 1 hour).)
- Technology Acceptance(Immediately after completion of the multimedia learning intervention (within 1 hour))
- System Usability(Immediately after completion of the multimedia learning intervention (within 1 hour).)
- Technology Acceptance(Immediately after completion of the multimedia learning intervention (within 1 hour))