Neoplasms

Skin and Connective Tissue Diseases

All Conditions

Rare Diseases

Melanoma

Neuroendocrine Tumors

Neuroectodermal Tumors

Neuroectodermal Tumors, Primitive

Neoplasms, Germ Cell and Embryonal

Neoplasms by Histologic Type

Neoplasms, Nerve Tissue

Nevus, Pigmented

Nevus

Nevi and Melanomas

Skin Neoplasms

Skin Diseases

Neuroendocrine Tumor

Neuroepithelioma

Dermatologic Agents

All Drugs and Chemicals

Sunscreening Agents

This is a preventative study model. All students who choose to participate will receive a pre and post test regarding their sun exposure behaviors and knowledge on sun exposure risk.

Students participating in this study will receive a pre test, instruction regarding sun safety, and a post test.

Knowledge Assessment

Evelinn Borrayo, PhD

A prevention study to improve sun exposure behaviors in children after an educational classroom-based intervention.

This study aims to demonstrate that learning about sun exposure using a more classroom-based intervention will motivate classroom students to reduce exposure at a critical life period and will create lifetime learned sun exposure behaviors. Students' sun exposure behaviors will be assessed prior to the educational intervention. The educational intervention consists of three educational sessions and one lab lesson. At the conclusion of the intervention, students' sun exposure behaviors will be assessed again via a post-intervention questionnaire.

All students who participate in this study will be given a pre test, instruction regarding sun exposure and a post test to determine their sun exposure behaviors and knowledge of sun exposure risks.

Participant names will be written on pre and post test to enable matching purposes, but once this has been completed, only the study ID will be used.

SunSmart Intervention in Schools

Determining children's knowledge of sun exposure risk through a self-completed questionnaire

Determining children's attitude toward sun exposure through a self-completed questionnaire

Determining children's behavior toward sun exposure through a self-completed questionnaire

Assessing children's attitude toward sun exposure through a self-completed questionnaire

Determining children's understanding of social norms regarding tanning and sun protection through a self-completed questionnaire

Determining children's understanding of behavioral control regarding sun protection through a self-completed questionnaire

University of Colorado, Denver

Symptoms and General Pathology

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

It is the systematically designed Video Assisted teaching program to educate cancer patients receiving chemotherapy under the experimental group about the management of chemotherapy related side effects at home .It will be one to one teaching session of 10-20 minutes conducted by the principal researcher with the help of a video on self management of chemotherapy related side effects and the video will focus on the self management of selected side effects of chemotherapy including Nausea, vomiting, Diarrhea, Constipation, Fever, Mucositis, Skin changes, and Alopecia related distress.

The participants were given video when they come to oncology day care and instruct the participants to watch the video at home. Knowledge, self efficacy and severity of chemotherapy related side effects were assessed after one week.

The main aim of this intervention is to educate the cancer patients receiving chemotherapy regarding the management of chemotherapy related side effects.

It will be one to one teaching session of 10-20 minutes conducted by the principal researcher with the help of a video on self management of chemotherapy related side effects and the video will focus on the self management of selected side effects of chemotherapy including nausea vomiting , Diarrhea , Fever , Mucositis , Skin changes , and Alopecia related distress.

The participants were given video when they comes to the Oncology day care and researcher instructs the participants to watch the video and at the same time the doubts asked by the participants were cleared by the researcher.

Video Assisted Self Management Program

Standard of care

Seema Ms Bisht, Nursing

A study to assess the effectiveness of video assisted Self Management Program on chemotherapy side effects in terms of Knowledge, Self Efficacy and Severity of side effects among the Cancer patient receiving chemotherapy at Oncology day care ILBS , New Delhi.

Primary Objective:

1. To assess the Knowledge, Self Efficacy and Severity of side effects of chemotherapy related side effects in the Experiment Vs. Comparison group among the cancer patients receiving chemotherapy.
2. To compare the knowledge and self efficacy scores in Experimental Vs. Comparison group after video assisted SMP among the cancer patients receiving chemotherapy.
3. To compare the severity of chemotherapy related side effects in Experiment Vs. Comparison group before and after video assisted SMP among the cancer patients receiving chemotherapy.

Secondary Objective To find the correlation between knowledge and self efficacy scores among the cancer patients receiving chemotherapy under Experimental Group.

2. To determine the association of Severity of side effects with the knowledge and self efficacy scores among the cancer patients receiving chemotherapy.

3. To determine the association of knowledge, self efficacy with the socio demographic and clinical variables among the cancer patients receiving chemotherapy.

The study assumes that:

1. Video assisted teaching is an accepted teaching strategy and enhances teaching learning activities.
2. Patients may have limited knowledge about the management of side effects related to chemotherapy including nausea, vomiting, diarrhea, Constipation, dry skin, fever, alopecia related distress and pain.
3. Patients may have decrease severity of chemotherapy related side effects including nausea, vomiting, diarrhea, Constipation , dry skin, fever , alopecia related distress and pain. After the self management program.

Effectiveness A measure of the extent to which a specific intervention, procedure, regimen, or service when deployed in the field of routine circumstances, does it intended to do for a specific population. (Wojtezak, 2002) In this study, effectiveness refers to the degree to which the video assisted SMP is successful in the management of chemotherapy related side effects in terms of gain in Knowledge, self efficacy scores and reducing the severity of side effects among the cancer patient receiving chemotherapy.

Video Assisted Self Management Program It referred to an instructional aid which incorporates visual and auditory information on a topic for individual to understand and learn. (MedCrave 2016) In this study it refers to the systematically designed Video Assisted teaching program to educate cancer patients receiving chemotherapy under the experimental group about the management of chemotherapy related side effects at home .It will be one to one teaching session of 10-20 minutes conducted by the principal researcher with the help of a video on self management of chemotherapy related side effects and the video will focus on the self management of selected side effects of chemotherapy including Nausea, vomiting , Diarrhea ,Constipation, Fever , Mucositis , Skin changes , and Alopecia related distress.

Chemotherapy side effects It is the unintended effect occurring at normal dose related to the pharmacological properties. (WHO) In this study it refers to the commonly reported chemotherapy related side effects by the patients receiving chemotherapy including nausea vomiting, Diarrhea, Constipation, Fever, Mucositis, Dry skin, and Alopecia related distress in cancer patients after receiving chemotherapy.

Knowledge It is defined as the familiarity, awareness, or understanding of someone or something such as facts, skills or objects. (Plato) In this study it refers to the correct response of the patient to the questionnaire regarding the self management of the side effects of chemotherapy. It will be assessed by the Structured Questionnaire on self management of chemotherapy related side effects with 20 items. The scores will be analyzed in the form of means.

Cancer Patients Cancer Patient is defined as a person receiving or registered to receive medical treatment in the Hospital for Cancer. (American Cancer Society) In this study it refers to the person either male or female who is suffering from any type of cancer that includes but not limited to Head and Neck, Pancreas, Liver, Gall bladder, Breast, Stomach, and mouth cancer and receiving chemotherapy at Onco day care ILBS, New Delhi at the time of data collection.

Self Efficacy It refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments. It reflects confidence in the ability to exert control over one's own motivation, behavior and social environment. (Bandura, 1977) In this study it refers to the level of confidence of the cancer patients about their ability to manage the chemotherapy related side effects at home. It will be assessed by the structured symptom management self efficacy tool consisting of Twelve items. The mean score of self efficacy will be used to compare the Experimental and Comparison groups.

Severity of Chemotherapy Related Side Effects It refers to the degree to which a single side effect affects the patient graded on a scale of three. (Aakshdeep batra AIIMS) In this study it refers to the magnitude or the intensity (Grading) of the chemotherapy related side effects among the cancer patients receiving chemotherapy. It will be assessed by the Common Terminology Criteria for the Adverse Events (CTCAE) Version -5 and the Chemotherapy related side effects will be assessed in terms of their presence and the severity from the day of last chemotherapy cycle to the day of present cycle. It will be a recall basis assessment.

Hypothesis

All hypotheses were tested at 0.05 level of significance:

H1: There will be a significant difference between the Experimental and comparison group in terms of their mean gain in knowledge scores after video assisted SMP as assessed by the structured knowledge questionnaire.

H2 : There will be a significant difference between the Experimental and Comparison group in terms of their mean gain in Self efficacy scores after video assisted SMP as assessed by the self efficacy scale.

H3: There will be a significant difference between the Experimental and Comparison group in terms of their mean scores of Severity of the side effects after video assisted SMP as assessed by the CTCAE criteria.

H4: There will be a significant correlation of knowledge and self Efficacy scores in Experimental group among the cancer patients receiving chemotherapy.

H5: There will be a significant association of severity of chemotherapy related side effects with the knowledge and self efficacy scores among the cancer patients receiving chemotherapy.

H6: There will be a significant association of knowledge and self efficacy scores with the sociodemographic and clinical variables among the cancer patients receiving chemotherapy.

Delimitations of the study The study was delimited to

• Patients who are receiving chemotherapy at Oncology Day care in ILBS, New Delhi.

Variables under Study Independent Variables In the present study, the independent variable was the Video assisted Self Management Program. The protocol used in this study was prepared after an extensive review of literature.

Dependent Variables In the present study, the dependent variables were Knowledge, self efficacy and severity.

Socio Demographic Variables In the present study, the socio demographic variables studied were Age, Gender, Marital status, Education, Occupation, Religion, Family monthly income.

Clinical Variables The clinical variables are Type of Cancer, duration of time since diagnosis, Last chemotherapy cycle received, Stage of cancer , No of present chemotherapy cycle received, Any Family members/ closed relatives / friends received chemotherapy ever , Any training received on management of side effects.

Research Settings The setting for the present study is Institute of Liver and Biliary Sciences. It is a super specialty hospital specialized in Liver and biliary sciences .The hospital has facilities like Emergency Unit, Transplant Intensive care Unit, Operation Theatres, Liver coma Intensive care Unit. The hospital also has the facility of Onco Day care where chemotherapy is provided.

The study was conducted at the Oncology Day care. The Oncology Day care unit is a 9 bedded unit. The rationale for selecting the setting was easy availability of the sample of interest , feasibility of conducting the study and familiarity with the setting.

Intervention Description of Video Assisted Self Management Program It is a intervention which was designed by the principal investigator In this study it refers to the systematically designed Video Assisted teaching program to educate cancer patients receiving chemotherapy under the experimental group about the management of chemotherapy related side effects at home. After extensive review of literature under the guidance of guide and Medical Oncologist. The Video Assisted teaching program was validated by the Medical oncologist and other experts.

The main aim of this intervention is to educate the cancer patients receiving chemotherapy regarding the management of chemotherapy related side effects.

It will be one to one teaching session of 10-20 minutes conducted by the principal researcher with the help of a video on self management of chemotherapy related side effects and the video will focus on the self management of selected side effects of chemotherapy including nausea vomiting , Diarrhea , Fever , Mucositis , Skin changes , and Alopecia related distress.

The participants were given video when they comes to the Oncology day care and researcher instructs the participants to watch the video and at the same time the doubts asked by the participants were cleared by the researcher.

Effectiveness of Video Assisted Self Management Program on Chemotherapy Related Side Effects .

Effectiveness of Video Assisted Self Management Program on Chemotherapy Side Effects in Terms of Knowledge, Self Efficacy and Severity of Side Effects Among the Cancer Patient Receiving Chemotherapy at Oncology Day Care

A structured 20 item knowledge questionnaire developed for assessment of knowledge among the cancer patients receiving chemotherapy at Onco day care Ilbs. The knowledge questionnaire will be self reported by the subjects.

The Structured Symptom-Management Self-Efficacy Scale derived from - Symptom-Management Self-Efficacy Scale Breast Cancer (SMSES-Breast Ca.) It was developed by SY Liang et al., in 2015 that measure perceived self efficacy in terms of respondent's ability to self manage the symptoms of chemotherapy. It is an 11-point Likert scale was used for each item that ranged from 0 (not confident at all) to 10 (completely confident), with higher scores representing higher perceived self-efficacy.

It consists of grades which are used to assess the severity of adverse events. Grades ranges from 0 to 5. The scores assessed by the researcher for the severity of side effects will be verified by the doctors on duty.

The Distress thermometer was developed as a simple tool to effectively screen for symptom of Alopecia related distress. It is a self reported tool using a 0-10 rating scale. The scale was explained to all the participants and participants were asked to circle or pick a number 0-10 from the drop down box that best describes how much distress patient have been experiencing in the past weeks including today.

Institute of Liver and Biliary Sciences, India

Blood and Lymph Conditions

Hematologic Neoplasms

Hematologic Diseases

NLit-UK linguistic and cultural adaptation (NLit-UK) 2 x nominal consensus groups evidence review and topic expert engagement

Nominal consensus group

Nutrition Literacy Measurement Tool validation (NLit-UK). Target sample 366 on treatment cancer patients confirmatory binary analysis for validity and reliability.

Observational cohort (validity and reliability testing)

Laura J Miller, MBiol, PgDip

An exploration of the impact of nutrition literacy on ability of cancer patients and their support networks to get, understand and use nutrition information during cancer treatment.

The study is composed of two component projects:

Project A: Validation of a NLit tool for UK population.

NLit tool is a measurement tool developed at Kansas University to measure nutrition health literacy. It assesses the following functional literacy skills: numeracy \& literacy and the following nutrition knowledge fields: macronutrients, food labels, portion sizes, food groups and consumer skills.

This project has two phases:

Phase A: Nominal consensus groups x 2 - consumer adaptation and tool review for UK use and pilot testing of electronic tool.

Phase B: Testing adapted tool in a group of cancer patients for statistical validation.

Project B: Planned survey of people with cancer and their families to explore experiences of access to nutrition information

This survey is a combination of validated and unvalidated questions built on models of nutrition health literacy. With validated fields being used to evaluate and understand responses to unvalidated questions.

It explores access to nutrition information, self-efficacy, confidence, health care infrastructure and support with nutrition information, population demographics, food security, sources of nutrition information, perceived practical skills and knowledge base.

Nutrition Health Literacy of Cancer Patients and Their Support Networks.

Implications of Nutrition Health Literacy on Accessibility and Engagement With Nutrition Information in Cancer Patients and Their Support Networks

Measured by UK modified NLit developed during study cultural and linguistic modification of (Gibbs et al., 2018 - original validation) - 64 item questionnaire

Scoring interpretation from study: NLit-UK (63item) and NLit-UK short (42-item) NLit-UK (63-item): Scoring interpretation is ≤44 correct is "likelihood of poor nutrition literacy"; 45-57 is "possibility of poor nutrition literacy"; and scores ≥58 is "likelihood of good nutrition literacy

NLit-UK short (42-item): Scoring interpretation is ≤28 correct is "likelihood of poor nutrition literacy"; 29-37 is "possibility of poor nutrition literacy"; and scores ≥39 is "likelihood of good nutrition literacy

Validated tool - 6 part question (Rowlands et al, 2013)

Scoring interpretation: low health literacy (≤1), intermediate health literacy (2-3), adequate health literacy (≥4).

Did you receive any nutrition advice as part of your care for any of these conditions?" (Yes or No).

What is the highest grade or level of schooling you completed? GCSE D or less/ GCSE C or above/ Unsure

At the end of the month, how much money are you able to put aside? (Nothing, £100 or less, £101-250, £251-500, £501-1000, more than £1000, do not want to say).

Response sets: Didn't know enough to consider / Not important ; Moderately Important; Very or extremely important

Macmillan Cancer Support

University of Kansas

Bishop Grosseteste University

Newcastle University

Nottingham University Hospitals NHS Trust

Patients receive a copy of the audio recorded information about the clinical trial directly after the clinical visit. This makes it possible to repeat the information before a decision is made to participate in the clinical trial or not.

Patients in the control arm receive no copy of the audio recording.

Access to the audio recorded information about the clinical trial the patient was information about and asked to consider. A copy of the audio recording is given to the patients directly after the clinical visit.

audio recorded information

Mia Bergenmar, PhD

The purpose of this study is to test if cancer patients who are informed about, and offered participation in a cancer clinical trial, are more knowledgeable about cancer clinical trials if they have access to an audio recording of their information visit.

Patients' Knowledge and Understanding of Cancer Clinical Trials - a Study of Audio Recorded Information

Patients' Knowledge and Understanding of Cancer Clinical Trials - a Randomised Study of Audio Recorded Information

The questionnaire is sent to patients within a week after consenting to the trial. One reminder is sent to those not responding within two weeks.

Study title	NCT ID	Conditions	Interventions	Eligibility	Organization
SunSmart Intervention in Schools	NCT03745872	Melanoma	Knowledge Asses...	9 Years - 15 Years	University of Colorado, Denver
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
Effectiveness of Video Assisted Self Management Program on Chemotherapy Related Side Effects .	NCT05368116	Cancer Patients	Video Assisted ... Standard of car...	18 Years - 65 Years	Institute of Liver and Biliary Sciences, India
Nutrition Health Literacy of Cancer Patients and Their Support Networks.	NCT03978312	Cancer Oncologic Disor... Haematological ... Nutrition Aspec...	Nominal consens... Observational c...	18 Years -	Nottingham University Hospitals NHS Trust
Patients' Knowledge and Understanding of Cancer Clinical Trials - a Study of Audio Recorded Information	NCT01502254	Cancer	audio recorded ...	18 Years -	Karolinska University Hospital
Effectiveness of Video Assisted Self Management Program on Chemotherapy Related Side Effects .	NCT05368116	Cancer Patients	Video Assisted ... Standard of car...	18 Years - 65 Years	Institute of Liver and Biliary Sciences, India
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 knowledge

Every month we try and update this database with for knowledge 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 knowledge

Every month we try and update this database with for knowledge 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 knowledge 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.