Symptoms and General Pathology

All Conditions

Neoplasms

Urinary Tract, Sexual Organs, and Pregnancy Conditions

Gland and Hormone Related Diseases

Syndrome

Polycystic Ovary Syndrome

Cysts

Ovarian Cysts

Ovarian Diseases

Adnexal Diseases

Genital Diseases, Female

Genital Diseases

Urogenital Diseases

Female Urogenital Diseases

Pregnancy Complications

Female Urogenital Diseases and Pregnancy Complications

Gonadal Disorders

Endocrine System Diseases

Traditional health education group (control group) (n = 68) who received health education with the traditional face-to-face method

Web-based health education group (intervention group) (n = 68) who received health education with the Web-Based Learning Module (WBL).

To ensure a uniform starting point, the participants were recruited via faculty website and students' academic counseling services. At the baseline, after the initial assessment, the participants were randomized at a 1:1 allocation ratio into the following groups: 1) traditional health education group (control group) (n = 68) who received health education with traditional face-to-face method; 2) web-based health education group (intervention group) (n = 68) who received health education with Web-Based Learning Module (WBL).

Web-Based Learning Module (WBL)

Safa H Alkalash, MD

Background: Polycystic ovary syndrome (PCOS) is a heterogeneous endocrinopathy among reproductive-aged women that has become a major international public health concern. Objective: Investigate the effect of web-based health education module on nursing students' knowledge, adaptive healthy measures and attitude regarding polycystic ovary syndrome. Research design: A two-armed, single-blind, parallel groups prospective randomized controlled trial (RCT), with a baseline pre-test and immediate post-test was used to carry out this study. Setting: The study was conducted at the Faculty of Nursing, Mansoura University, Egypt in December 2022 to May 2023. Subjects and sampling: Simple random sampling technique was employed to recruit the study subjects. Data collection: A questionnaire was developed to acquire data including six parts.

Pre-intervention phase:

Initial data was gathered about the participants' socio-demographic characteristics, their knowledge, adaptive healthy measures, and attitude toward PCOS before the implementation of the health education intervention. A brief introduction to the goals, processes, voluntary nature of participation, confidentiality and anonymity declarations, and questionnaire cover page were all included. Participants were made aware that they could withdraw from the study at any moment, there would be no negative repercussions, and they could choose to have any case data acquired for the study destroyed. The informed consent form must be signed by the participants and submitted back by ordinary mail to participate.

The developed health education module was created based on the participants' preliminary assessment results and according to recommendations from \[30\]. It consisted of seven interactive modules (4 hours' sessions) in Arabic that covered the following topics: "overview of PCOS, etiology and risk factors, signs and symptoms, diagnosis, complications, preventive measures, and treatment of PCOS." It aimed at increasing health awareness regarding PCOS, encouraging and promoting adaptive healthy measures to prevent PCOS, and promoting a positive attitude regarding PCOS.

The module development team gathered to discuss how each module would be prepared and formatted, as well as how the modules' sessions would be broken down. The program was designed with a defined purpose, precise goals, pertinent materials, and instructional techniques. In addition, it was developed to provide easy access to web-based education that incorporates sources to increase knowledge and support healthy measures and a positive attitude regarding PCOS. This is done using a set of technical and instructional standards developed by a web-based design team and an information technology expert. The researchers provided the web designer with word-processed documents representing each distinct learning session, videos, a storyboard of suggested graphics, and a description of interactions.

The development team met once a week to go over any issues that might occur with the module, to offer ideas and comments where appropriate, and to address any queries that might have come up while each session was being developed. The web-based design team and researchers chose a learning platform that gave users access to data, tools, and resources to support the administration and delivery of education about PCOS and associated preventive actions online. To get rid of Wix's pop-up advertisements, the researchers bought a distinctive website domain URL.

The site map and links to the tutorials, forums, and other resources are all accessible from the main screen. The web-based module also included a chat room where students and students conducting research could post questions and engage in conversation. To get user feedback on the learning experience and improve the interface, post-learning discussions and comments were created. Additionally, each student's frequency and amount of time spent were noted.

To make it simple for the user to choose another menu, the primary menu is also continuously shown on the upper bar. No session could be skipped because the navigation was sequential from session 1 to session 7. The intervention group participants could move on to the following screen, replay the current screen, or go back to the previous screen at any time during a session. They were given as much time as they needed to consider the data displayed on each screen.

The researchers developed the content of the web-based health education sessions. Besides, they drew lines between the elements to indicate how they were linked together. These lines helped dictate sessions' organization, navigation, and hyperlinks. Moreover, it was arranged into seven sessions. It was displayed by using text, pictures, and videos.

The content was uploaded to the website by the researchers and professional programmers (https://healthconcerns.tech/). The link to the website was distributed to a panel of five external reviewers (experts in community health nursing, women's health and midwifery nursing, and professional programmers) to systematically test the content's validity, clarity, consistency, accuracy, applicability, and format before the application of the web-based education module. Any specific guidelines or suggestions from the experts' evaluation were recorded and considered while creating the web-based teaching sessions. The traditional training session that was given to the control group's students' material was the same.

The face validity of the web-based modules was assessed concurrently with the review process using a sample group of students (n = 14) who had no prior knowledge of PCOS to assess the clarity, applicability, and reliability of the module and to determine the approximate time needed to implement these sessions. Each student in the intervention group completed a module each week and gave the content producer detailed comments afterward. In most cases, students' input noted areas that needed clarification and more examples, as well as those that were unclear and confusing. During the revision process, student feedback was considered. By clicking on the link, participants could view the questions and submit their responses.

Intervention phase:

The intervention condition: The research website was recommended to the students in the intervention group of the study who had completed the pre-self-administered questionnaires. There, they learned more about the study and what participating in it entailed. The members of the intervention group were forced to create accounts on the website using personal passwords after logging in. An informational session was conducted to teach the intervention group's members how to utilize the learning management system (LMS) before they started their virtual education. The participants were given instructions to complete the module on their own for the duration of the session after receiving a brief orientation to the navigational features in addition to the help screen in the module. The module can be used on mobile devices, laptops, and personal computers. The online education module was only given to the intervention group.

The intervention group's participants were permitted to access the module as many times as necessary to finish all of the sessions (https://healthconcerns.tech/). The participants were instructed to finish at least one and no more than two modules per week. Each module took 30 to 60 minutes to complete. The intervention was therefore planned to be finished in roughly 5 to 7 weeks. They were also told to heed the health advice that was given. Through website chat, all of the participants' inquiries were addressed, and they received feedback.

The control condition is: Regarding the traditional health education group, the students had full access to traditional face-to-face health education regarding PCOS for a similar duration and by the same researchers. They were divided into seven groups. Each group had nine to ten students. The nursing faculty's instructional hall served as the location for the sessions. Each group's session lasted 5 hours over 2 days per week (10 a.m.-12 p.m.). Lectures, discussions, brainstorming, blackboards, printed handouts, and audiovisual materials were employed as teaching and learning tools throughout the sessions.

post-intervention phase Participants' knowledge, adaptive healthy measures, and attitude about PCOS were evaluated using the same pre-test questionnaire for the intervention group and the control group. Additionally, feedback about the website was assessed once after completion of the module for the intervention group. All participants from the intervention and control groups started and completed the PCOS educational module. The control group was invited and given access to receive the identical web-based instructional module once data collection, evaluation, and analysis were finished.

A two-armed, single-blind, parallel groups prospective randomized controlled trial (RCT), with a baseline pre-test and immediate post-test was used to carry out this study

Effect of Web-Based Module on Nursing Students' Knowledge, Practice and Attitude Regarding Polycystic Ovary Syndrome

Effect of Applying Web-Based Health Education Module on Nursing Students' Knowledge, Adaptive Healthy Measures and Attitude Regarding Polycystic Ovary Syndrome: A Randomized Controlled Trial

The primary outcomes were improvement of students' knowledge, adaptive healthy measures and attitude regarding PCOS. The primary outcomes was measured using the study questionnaire (Parts: 3-4 \& 5) pre and post-intervention.

The secondary outcome was students' satisfaction with the web-based educational sessions. The secondary outcome was measured using the study questionnaire (Part: 6), once post-intervention.

Mansoura University

Safa Hamdy Alkalash Alsayed

Assistant professor of family medicine

Uterine Cervical Neoplasms

Uterine Neoplasms

Genital Neoplasms, Female

Urogenital Neoplasms

Uterine Cervical Diseases

Uterine Diseases

Reproductive Control Agents

All Drugs and Chemicals

Contraceptive Agents

Contraceptives, Oral

The selected ASM was associated with risk factors related to direct cervical cancer in Turkey (using age 5 or older oral contraceptives, having three or more children, initiating sexual intercourse 16 years or older, at least one parenthesized smear test between 40-55 years) And randomly assigned to the experimental group to promoting participation in cervical cancer screening

The selected ASM is the most common and associated with direct cervical cancer-related risk factors in Turkey (using oral contraceptives for longer than five years, having three or more children, starting sexual intercourse at the age of 16 and before, Women who are randomly assigned to the control group of women who have at least one pap smear test between the ages of 40 and 55 and who have at least one pap smear test in the family (especially a mother and a sister)

Nursing education: Women in the experimental group will be trained three times in total, one for the cervical cancer screening and the other two for the individual.

Reminders by phone; Short messages and calls will be reminiscent of women's participation in cervical cancer screenings.

Home visit; The content of the training is the key to cervical cancer and screening. After the group training, it is aimed to be an interactive education and counseling service in the form of question-answer method which is not understood by home visiting method.

Brochure; The brochure for cervical cancer and screening will be given after group training.

Promoting participation in cervical cancer screening

Belgin Akın, PhD

In order to evaluate the effectiveness of nursing interventions aimed at the early detection of cervical cancer, health belief and participation in the screening of women aged 40-55 at risk for the purpose of cervical cancer, One-way blind pre-test and post-test randomized controlled trial.

Cervical cancer is the 4th most common cancer type in the world, among women, in all age groups. Cervical cancer is a high-risk disease, and every two minutes, a woman loses her life due to cervical cancer. In Turkey, among the most common cancers among all age groups among women, 9th is the 5th among the most common cancers in the 25-49 age group. Cervix cancer is a type of cancer that can be prevented and treated at an early stage. Because cervical cancer has a long preclinical period, it has an early diagnosis possibility. For this reason, cervical cancer is one of the cancers recommended by World Health Organization (WHO) screening programs. In countries where regular screenings have been conducted, death rates from cervical cancer have decreased. In developing countries, high incidence and mortality continue due to the inadequacy of screening programs.

The first step in the early diagnosis of cervical cancer is usually the result of an abnormal Pap smear test. The Pap smear test is an ideal cytologic screening test used for screening because it can identify early onset of a cellular change that may be a starting point for cervical cancer and is cost effective. The number of women who have had the Pap smear test, which is so important in early diagnosis, is not at a level all over the world and in our country. In developed countries, cervical cancer screening rates are over 60%, while in underdeveloped and developing countries this rate is below 20%. In our country, the rate of not having any pap smear test over the age of 15 years is 77.9%.

Studies have shown that when women with cervical cancer are diagnosed early, their life span is prolonged and their chances of survival increase. Early diagnosis of cervical cancer is a simple, feasible and economical method. Women's lack of knowledge, worries about negative test results, and their reasons for not having a Pap smear test are among the reasons. Along with being semi-empirical studies in our country, most are based solely on education and do not involve a risk group approach. In addition, there was no randomized controlled trial (RCT) with evidence in the definition of causal relationship in our country. For this reason, determining the factors affecting the early diagnosis behavior of women, planning and implementing nursing interventions for these factors will contribute to the improvement of early diagnosis behavior of women with cervical cancer. In this respect, health education for cervical cancer and early diagnosis to be made to women in the risk group will have made a unique contribution to RCT including motivational initiatives and home visits.

In order to evaluate the effectiveness of nursing interventions aimed at early detection of cervical cancer, health beliefs and participation in scans in women aged 40-55 years at risk for prognostic cervical cancer, One-way blind pre-test - final test was planned as RCT. In this context, women in the risk group of 40-55 years of age with cervical cancer in the project will constitute the universe of RCT. No pap smear test, no previous training for cervical cancer, no previous hysterectomy, no previous cancer diagnosis, no current or past sexual life and at least one of the identified risk factors Will have women involved. Women who are in the risk group for cervical cancer and meet the inclusion and exclusion criteria of the study will be randomly assigned to the experimental and control groups. In the experimental group, cervical cancer will constitute nursing initiatives for health education, home visits, problem-specific counseling and phone reminders for women at risk. Women in the experimental group will receive a 15-week follow-up. Two reminders will be used to increase motivation between home visits and trainings. The effectiveness of counseling and training programs will be assessed by means of data collection tools that will be used for pretest / posttest for women in the experimental and control groups and the data form prepared by the researcher in the light of the literature.

Depending on the project, women are expected to participate in the cervical cancer screening program. Home visits, trainings, counseling and reminders by phone will raise awareness levels of women at risk for cervical cancer as a result. As a result, increased participation of women in the risk group in screening programs will increase the probability of early diagnosis and reduce cervical cancer mortality, reduce the cost and improve the health of the community.

Blindness in the study will be done by data collectors and statisticians. The data will be collected by the assistant investigator who does not know who is in the experiment and control group and the data will be recorded on the computer by the assistant investigator without specifying the experiment and control group. The experimental and control groups will be codified by the co-investigator. The analysis of the data encoded by the groups will be done by a statistical expert. Data collectors, statistical analyzes and report writing will be blinded.

Increasing Participation in Cervical Cancer Screening and Risk for Beliefs/Attitudes Among Women at Risk

The Effect of Nursing Interventions on Women's Cervical Cancer Risk for Beliefs / Attitudes and Attendance to Screening Programme; Study Protocol for a Randomized Controlled Trial

This form, prepared by the researcher, consists of four questions that question the participation status of the scan and which application is more effective. This form will only be applied in the final test.

It consists of 35 items in total. There are 5 sub-dimensions of related scale. These; Benefit and motivation perception (8), The obstacle sensation 14, The perception of seriousness of cervical cancer (7),Sensitivity sense (3) And health motivation (3). In the scale, the answer is 1, "I do not agree" 2, "I am undecided" 3, "I agree" 4 and "I strongly agree" 5.No item on the scale is scored in reverse. In the evaluation, scores are obtained for each individual as the number of sub-dimensions. From the subscales of the scale, at least 8, at most 40 for Pap smear benefit and motivation; Pap smear for at least 14, at most 70; At least 7, at most 35 for cervical cancer care / seriousness; At least 3, at most 15 for cervical cancer susceptibility and at least 3, at most 15 for cervical cancer health motivation. The increase in the scores means that the sensitivity, the importance and health motivation increase; Benefits for benefit perception, and high perception for obstacle perception.

The scale measures health-promoting behaviors associated with the individual's healthy lifestyle. This scale, consisting of 52 items, has a total of six sub-dimensions including spiritual development, health responsibility, physical activity, nutrition, interpersonal relations and stress management. All of the items of the scale are indicative and quartile likert (never (1), sometimes (2), often (3), regularly (4)). Only the health responsibility sub-dimension will be used in this study.

In the sub-dimension of health responsibility, the lowest score is 9 and the highest score is 36. The lower the score, the lower the health responsibility, and as the score increases, the health responsibility also increases.

Selcuk University

Research Assistant

Vaccines

The educational intervention consists of education about HPV and a special designed leaflet and self-reported questionnaires. The educational intervention is included in the regular health interview with the school nurse (scheduled for about one hour) and includes information about HPV; facts about the virus, transmission, what it can cause and prevention (i.e. safe sex with condom use and HPV vaccination), facts about HPV vaccine and the importance of attending future cervical cancer screening controls. Students complete questionnaires before the health interview at baseline and after three months. A follow-up with parts of the boys will be performed with qualitative interviews. Participants (n=40)

Students allocated to control group 1 receives standard treatment, the regular health interview with the school nurse. Students complete questionnaires before the health interview at baseline and after three months (n=400).

Information about prevention of HPV among adolescents aged 16 at time for the regular health interview with the school nurse.

Education about HPV by school nurse

Tanja Tydén, Professor

The last ten years sexually transmitted infections (STI) have substantially increased among adolescents. STI can lead to individual suffering and have a negative effect on the future reproductive health and also increase the need for health care, thus it is important to reduce the number of STIs. HPV vaccination is included in the school-based vaccination program since 2012, a catch-up vaccination is offered to older girls and young women aged 13-25. School nurses have a key role regarding information about HPV and HPV vaccine, and the school-based vaccination program has a substantial higher coverage rate. Knowledge is an important factor associated with attitude to preventive methods against HPV. In previous studies the results indicate that young people have low awareness of HPV and the HPV vaccine. Interventions can decrease sexual risk taking and influence the intention to receive HPV vaccination and increase the use of condom.

The aim of this study is to increase primary prevention of human papillomavirus (HPV) by promoting HPV vaccination and increase condom use among upper secondary students. The aim is also to increase the knowledge about HPV, risk and prevention.

Prevention of HPV in the School Health Service

Prevention of Human Papillomavirus (HPV) Associated Cancer by Intervention Studies in Teenagers Attending School Health

Knowledge about HPV measured by questionnaire. (Facts about the virus, transmission, what HPV can cause. Heard of HPV vaccine?)

Intention to use condom if new partner measured by questionnaire, five-point Likert scale ranging from "totally agree" to "totally disagree".

Attitude to HPV vaccine. Intention to be vaccinated against HPV. Condom use and intention to attend future cervical cancer screening programmes. Measured by questionnaire, five-point Likert scale ranging from "totally agree" to "totally disagree".

Measured by questionnaire. Vaccinated against HPV? Condom use at last sexual intercourse?

Swedish Cancer Society

Uppsala-Örebro Regional Research Council

Uppsala University

Hemorrhage

This are patients who have current or previous history of rectal bleeding

This are General practitioner who are in public or private hospitals who treat patients with rectal bleeding

This study sought to find the health seeking behavior of patients with rectal bleeding as related to their risk to develop colorectal cancer and also assess the general practitioner's perceived barriers to colonoscopy for patients with bleeding per rectum.

Patients who had rectal bleeding are invited to electronic media and print media will be invited for free medical consultation. Consented patients will complete a purposely design questionnaire for the study to assess the knowledge, attitude and practice of patient with rectal bleeding as regard the possibility of occurrence of colorectal cancer.

General practitioners in three cities will be contacted to assess their screening strategy for patients with rectal bleeding

Barriers to Care in Patients With Rectal Bleeding in Nigeria

Health-seeking Behavior and Barriers to Care in Patients With Rectal Bleeding in Nigeria

To investigates patients' knowledge of the causes of rectal bleeding and their attitudes towards seeking expert opinion for possible diagnostic testing for colorectal cancer (CRC)

To seeks to examine the GPs' perceived barriers to colonoscopy for patients with bleeding per rectum

Memorial Sloan Kettering Cancer Center

University of Ilorin Teaching Hospital

University College Hospital, Ibadan

Obafemi Awolowo University Teaching Hospital

Consultant Surgeon/Senior Lecturer

Skin and Connective Tissue Diseases

Breast Neoplasms

article title: "Taking a hit on healthcare- why that's women's work"

read unfavorable article prior to answering questions

read favorable article prior to answering questions

Dale Magee, M.D., M.S.

AuTumn Davidson, M.D.

The purpose of this study was to determine attitudes regarding the 2009 USPSTF Guidelines for breast cancer screening for women in their 40's and assess the effect of one of two newspaper articles on their attitudes. The population studied was women seeing their private gynecologist for annual exams in the 39-49 year old age group.

Subjects completed a baseline questionnaire listing demographics, previous experience with mammograms, and acquaintances with breast cancer. They then were randomly assigned one of two articles (one favorable and one unfavorable) that had been published in the newspaper regarding the USPSTF breast cancer screening guidelines. Their attitudes towards the safety of the guidelines and their willingness to comply with them was then measured.

Study title	NCT ID	Conditions	Interventions	Eligibility	Organization
Effect of Web-Based Module on Nursing Students' Knowledge, Practice and Attitude Regarding Polycystic Ovary Syndrome	NCT06192381	PCOS	Web-Based Learn...	18 Years - 21 Years	Umm Al-Qura University
Increasing Participation in Cervical Cancer Screening and Risk for Beliefs/Attitudes Among Women at Risk	NCT03076879	Cervical Cancer	Promoting parti...	40 Years - 55 Years	Selcuk University
Prevention of HPV in the School Health Service	NCT02280967	Human Papilloma... Cervix Cancer	Education about...	15 Years - 18 Years	Uppsala University
Barriers to Care in Patients With Rectal Bleeding in Nigeria	NCT02855385	Colorectal Canc...		18 Years -	Obafemi Awolowo University Teaching Hospital
Patient Perception of Mammogram Guidelines	NCT01267877	Attitude Practice Guidel... Breast Cancer	read unfavorabl... read favorable ...	39 Years - 49 Years	University of Massachusetts, Worcester
Effect of Web-Based Module on Nursing Students' Knowledge, Practice and Attitude Regarding Polycystic Ovary Syndrome	NCT06192381	PCOS	Web-Based Learn...	18 Years - 21 Years	Umm Al-Qura University

Spots Global Cancer Trial Database for attitude

Every month we try and update this database with for attitude cancer trials from around the world to help patients and their families find trials that might be right for them.
We offer this 100% free of charge and do not endorse any of the trials listed here, we hope it helps you or a loved one.

Spots Global Cancer Trial Database for attitude

Every month we try and update this database with for attitude cancer trials from around the world to help patients and their families find trials that might be right for them. We offer this 100% free of charge and do not endorse any of the trials listed here, we hope it helps you or a loved one.

Every month we try and update this database with for attitude cancer trials from around the world to help patients and their families find trials that might be right for them.
We offer this 100% free of charge and do not endorse any of the trials listed here, we hope it helps you or a loved one.