- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT05800912
Physical Therapy Students' Reflective Thinking With Narrative Photography in Heart Transplantation
Study Overview
Status
Conditions
Intervention / Treatment
Detailed Description
Physical therapy students must learn about heart transplantation. They need to know how to attend to the needs and emotions of these 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.
This is a randomized contorlled trial with 117 participants of third year of Physiotherapy Degree. Students were divided into two groups: i) NP group (n = 56), and ii) TL group (n = 61).
Physical therapy knowledge in heart transplantation, empathy, and moral sensitivity were measured pre-intervention and post-intervention in both groups. Satisfaction was measured post-intervention in the NP group.
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
-
-
Valencia, Spain, 46010
- University of Valencia
-
-
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
- Third-year physical therapy students who were studying the heart transplantation physical therapy course in a Physical therapy Degree.
Exclusion Criteria:
- Who did not meet the above inclusion criteria.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Single
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
Experimental: Narrative photography group
Students in the NP group performed training activities on empathy and care for patients undergoing heart transplantation.
|
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). |
Active Comparator: Traditional learning group
Students in the TL group performed a conventional intervention without real patients.
|
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. |
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Knowledge of physical therapy in heart transplantation
Time Frame: Baseline
|
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
Time Frame: After the intervention (2 weeks)
|
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 Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Empathy using the Interpersonal Reactivity Index
Time Frame: Baseline
|
Empathy was measured using the Interpersonal Reactivity Index (IRI).
The tool comprises 28 Likert questions ranging from 1 to 5 (1 = it does not describe me at all; 5 = it describes me very well).
Four dimensions were explored using this questionnaire.
These were perspective taking, fantasy, empathetic concern, and personal distress.
Each scale score was the sum of the responses given for each item.
The minimum and maximum values were 28 and 140, respectively.
Higher scores reflected greater empathy.
|
Baseline
|
Empathy using the Interpersonal Reactivity Index
Time Frame: After the intervention (2 weeks)
|
Empathy was measured using the Interpersonal Reactivity Index (IRI).
The tool comprises 28 Likert questions ranging from 1 to 5 (1 = it does not describe me at all; 5 = it describes me very well).
Four dimensions were explored using this questionnaire.
These were perspective taking, fantasy, empathetic concern, and personal distress.
Each scale score was the sum of the responses given for each item.
The minimum and maximum values were 28 and 140, respectively.
Higher scores reflected greater empathy.
|
After the intervention (2 weeks)
|
Moral sensitivity with the Revised Moral Sensitivity Questionnaire
Time Frame: Baseline
|
Moral sensitivity was measured with the Revised Moral Sensitivity Questionnaire (RMSQ).
The questionnaire included nine items rated on a 6-point Likert scale (1 = totally disagree, 6 = totally agree).
The RMSQ comprises three dimensions.
These are a sense of moral burden, moral strength, and moral responsibility.
The minimum and maximum values were 9 and 54, respectively.
Higher scores reflected greater moral sensitivity.
|
Baseline
|
Moral sensitivity with the Revised Moral Sensitivity Questionnaire
Time Frame: After the intervention (2 weeks)
|
Moral sensitivity was measured with the Revised Moral Sensitivity Questionnaire (RMSQ).
The questionnaire included nine items rated on a 6-point Likert scale (1 = totally disagree, 6 = totally agree).
The RMSQ comprises three dimensions.
These are a sense of moral burden, moral strength, and moral responsibility.
The minimum and maximum values were 9 and 54, respectively.
Higher scores reflected greater moral sensitivity.
|
After the intervention (2 weeks)
|
Satisfaction questionnaire
Time Frame: After the intervention (2 weeks)
|
Satisfaction questionnaire was measured using a narrative photography questionnaire.
This tool has previously been used to evaluate students' satisfaction with the narrative photography methodology as a tool to improve their skills and attitudes.
This 32-item questionnaire was composed of sociodemographic questions, satisfaction with improving attitude, satisfaction with improving skills, and general satisfaction.
It uses a 5-point Likert scale (1 = totally agree, 5 = totally disagree).
The percentage of people who have rated each item is then calculated.
Additionally, the questionnaire included a reflective open-ended question.
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After the intervention (2 weeks)
|
Collaborators and Investigators
Sponsor
Investigators
- Principal Investigator: Elena Marqués Sulé, PhD, Univeristy of Valencia
Publications and helpful links
General Publications
- 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.
- 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.
Study record dates
Study Major Dates
Study Start (Actual)
Primary Completion (Actual)
Study Completion (Actual)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Keywords
Other Study ID Numbers
- 1821073
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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