Life and DeathNCT06926517
Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues
A study testing life and death courses in people with Life and Death, run by Chang Gung Memorial Hospital at 1 site in Taiwan.
Trial summary
The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. Read more about this study
- Who is it for?
- Ages 20 to 25 years
- Conditions the study is for
- Life and Death
- What is being tested?
- life and death courses
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteTaiwan
- Study dates
- 15 Oct 2024to 31 Jul 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 to 25 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- Students who are willing to participate in this study and have taken courses in life and death
Who cannot join
- none
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Life and Death Issues in the Post-epidemic Era - Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues
The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
Read the detailed description
The world has been affected by the coronavirus for more than four years, with more than 400 deaths. Thousands of people die from the epidemic, which is an almost inevitable death issue for medical staff. However, nursing students lack internship experience and do not have enough opportunities to contact dying patients. They are faced with the sudden death of patients due to the outbreak and limited medical equipment. sex, the medical ethical choices that arise, and the impact on society and the medical field. In the past, life and death courses did not specifically discuss life and death issues related to the epidemic. Therefore, integrating current affairs issues related to the new crown epidemic can help us discuss the existing life and death issues. The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
- Conditions
- Life and Death
- Being tested
- life and death courses
- Keywords
- Life and Death Issues, Post-Epidemic Era
- Medical subject headings
- Death
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
life and death coursesOther
Life and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes
| Study group | Role | What they receive |
|---|---|---|
| life and death care | Experimental | Life and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes Receives: Other: life and death courses |
What is being measured
The primary outcome is the main question the study is designed to answer.
Nursing life and death professional knowledge
Based on the evaluation of end-of-life diseases (top ten non-cancer) and COVID-19's well-being indications and end-of-life symptoms Assessment and care, the grief and needs of dying patients and their families, the cultural, social and psychological significance and functions of funeral rituals, 20 knowledge test questions on funeral culture and religious healing behaviors of various religions and medical ethics and moral dilemmas, etc.
Measured: Tests for the first and eighteenth weeks of the course
life attitude scale
This study used the short version of the Life Attitude Scale to measure students' attitude towards life before and after the course (Xie and Pan, 2015). The scale includes six dimensions, namely: ideals, autonomy, love and care, and sense of existence. , death attitude, life experience, each aspect has four questions, for a total of twenty-four questions. Score on a Likert-7 scale, with 1 representing strongly disagree and 7 representing strongly agree. The higher the score, the more positive the subject's life attitude. The reference for the integrity of this scale (Xie and Pan, 2015) is Cronbach's α value of 0.93. The results of confirmatory factor analysis found that the theoretical model of the study has a good fit, χ²(237) = 1078.58, χ²/df = 4.55, GFI = 0.93, CFI = 0.93, RMSEA = 0.053.
Measured: Tests for the first and eighteenth weeks of the course
death attitude scale
This study used the Death Attitude Scale, using the revised Wong, Reker and Gesser Death Attitude Description Scale. which contains The sub-scale includes death fear (7 questions), death avoidance (5 questions), neutral acceptance (5 questions), approach-oriented death acceptance (10 questions), and escape acceptance (5 questions); death fear refers to the fear of death. and negative thoughts and feelings about dying; death avoidance refers to a defense mechanism that keeps death in the personal subconscious; the concept of neutral acceptance is the degree to which an individual believes that death is neither feared nor expected; approach-oriented death acceptance It refers to the extent to which an individual sees death as a means to a happy afterlife; avoidance acceptance refers to the extent to which an individual sees death as an escape from a painful existence. Score it on a Likert-5 scale, with 1 representing strongly disagree and 5 representing strongly agree.
Measured: Tests for the first and eighteenth weeks of the course
Self-compassion scale
This time we use Lai Zhichao and Su Lunhui (2015) translated as the Chinese version of the Self-Compassion Scale, the revised Chinese version of the scale has 25 items, with a five-point Likert scale, where 1 means almost never, 5 means almost always, and the score The higher the value, the more consistent it is with the item. It contains three aspects and six mutually opposing factors, divided into positive self-care ability (three groups) and negative self-care ability (three groups), namely: self-kindness-self-criticism (a total of 10 questions), shared suffering- Isolated experiences (8 questions in total) and mindfulness-over-identification (7 questions). The Cronbach's α coefficient of the reference Chinese version of the scale is 0.91, and the component reliability of its three scales (self-kindness, shared suffering, and mindfulness) ranges from 0.85 to 0.88. Validity model fit index: CFI value is 0.97, TLI value is 0.96, RMSEA value is 0.06, and SRMR value is 0.06 .
Measured: Tests for the first and eighteenth weeks of the course
Spiritual Care Scale
The original scale was compiled by Lay Hwa Tiew (2012). The spiritual care-giving scale has 35 questions and 4 facets. The first facet is "Characteristics of spiritual care" (No. 22, 23 , 24, 25, 26, 27, 28, 29, 30, 31, 32, 34 and 35 questions); the second aspect "Spirituality and Definition of Spirit" (No. 6, 15, 16, 17, 18, 19 , 20 and 21 items); five items related to the third facet "spiritual perspective" (items 1, 2, 3, 4 and 5) and the fourth facet "spirituality and spiritual care values" (items 7 , 8, 9, 10, 11, 12, 13 and 14 items). It is scored using a six-point method (1-6 points). The higher the score, the higher the Cronbach's a of the four aspects of the original scale. are 0.94, 0.85, 0.84 and 0.86 (Hu et al., 2019). Before using this scale, it is planned to recruit 400 nursing students through snowballing and convenience sampling to establish the reliability and validity of the scale and make revisions.
Measured: Tests for the first and eighteenth weeks of the course
Spiritual Health Scale-short version
There are 24 questions and 5 facets. Each facet is "Connecting with People" (Questions 1 to 4).Questions), "Live with meaning" (Questions 5 to 10), "Beyond adversity" (Questions 11 to 16), "Religious sustenance" (Questions 17 to 20), "Understand one's own mind " (Questions 21 to 24). The Cronbach's a value of the full scale is 0.93. After factor analysis, the Cronbach's a value of each scale ranges from 0.75 to 0.92. The test-retest reliability after three weeks is 0.77 (Xiao and Huang, 2005).
Measured: Tests for the first and eighteenth weeks of the course
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Apr 2025
- Study start15 Oct 2024
- Primary completion31 Jul 2025 (estimated)
- Study completion31 Jul 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (5)Papers the sponsor has linked to this study.
- Other trials for Life and DeathStudies of the same condition, open and under way.
- More trials run by Chang Gung Memorial HospitalThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Chang Gung Memorial Hospital
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06926517
- Sponsor's protocol ID
- 202400049B0
- Status last verified
- Oct 2024
- First submitted
- 7 Apr 2025
- Last updated
- 13 Apr 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Ruiz-Fernandez MD, Ramos-Pichardo JD, Ibanez-Masero O, Carmona-Rega MI, Sanchez-Ruiz MJ, Ortega-Galan AM. Professional quality of life, self-compassion, resilience, and empathy in healthcare professionals during COVID-19 crisis in Spain. Res Nurs Health. 2021 Aug;44(4):620-632. doi: 10.1002/nur.22158. Epub 2021 May 25.
PubMed 34036600Pattison N. End-of-life decisions and care in the midst of a global coronavirus (COVID-19) pandemic. Intensive Crit Care Nurs. 2020 Jun;58:102862. doi: 10.1016/j.iccn.2020.102862. Epub 2020 Apr 2. No abstract available.
PubMed 32280052Pehlivan S, Lafci D, Vatansever N, Yildiz E. Relationship Between Death Anxiety of Turkish Nurses and Their Attitudes Toward the Dying Patients. Omega (Westport). 2020 Nov;82(1):128-140. doi: 10.1177/0030222819895122. Epub 2019 Dec 19.
PubMed 31856657Cheng L, Guo X, Liu H, Chen Q, Cui R. Hope, death anxiety and simplified coping style scores of nursing students during the outbreak of COVID-19: A cross-sectional study. Medicine (Baltimore). 2021 Aug 27;100(34):e27016. doi: 10.1097/MD.0000000000027016.
PubMed 34449474Akat, M., Karataş, K. (2020). Psychological effects of COVID-19 Pandemic on society and its reflections on education. Turkish Studies, 15(4), 1-13.
Study at a glance
From the registry record, last updated by the sponsor on 13 Apr 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Life and Death Issues in the Post-epidemic Era - Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues
- ClinicalTrials.gov ID
- NCT06926517
- Acronym / sponsor ID
- 202400049B0
- Conditions
- Life and Death
- Keywords
- Life and Death Issues, Post-Epidemic Era
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- Chang Gung Memorial HospitalUniversity, hospital or other
- Study start
- 15 Oct 2024 (actual)
- Primary completion
- 31 Jul 2025 (estimated)
- Study completion
- 31 Jul 2025 (estimated)
- First posted
- 13 Apr 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
Detailed description
The world has been affected by the coronavirus for more than four years, with more than 400 deaths. Thousands of people die from the epidemic, which is an almost inevitable death issue for medical staff. However, nursing students lack internship experience and do not have enough opportunities to contact dying patients. They are faced with the sudden death of patients due to the outbreak and limited medical equipment. sex, the medical ethical choices that arise, and the impact on society and the medical field. In the past, life and death courses did not specifically discuss life and death issues related to the epidemic. Therefore, integrating current affairs issues related to the new crown epidemic can help us discuss the existing life and death issues. The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| life and death care | Experimental | Other: life and death coursesLife and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes |
Who may qualify
- Ages
- 20 to 25 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- Students who are willing to participate in this study and have taken courses in life and death
Key exclusion criteria (1 listed)
- none
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| life and death coursesLife and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes | Other | life and death care |
Primary outcome
Nursing life and death professional knowledge
Time frame: Tests for the first and eighteenth weeks of the course
Based on the evaluation of end-of-life diseases (top ten non-cancer) and COVID-19's well-being indications and end-of-life symptoms Assessment and care, the grief and needs of dying patients and their families, the cultural, social and psychological significance and functions of funeral rituals, 20 knowledge test questions on funeral culture and religious healing behaviors of various religions and medical ethics and moral dilemmas, etc.
life attitude scale
Time frame: Tests for the first and eighteenth weeks of the course
This study used the short version of the Life Attitude Scale to measure students' attitude towards life before and after the course (Xie and Pan, 2015). The scale includes six dimensions, namely: ideals, autonomy, love and care, and sense of existence. , death attitude, life experience, each aspect has four questions, for a total of twenty-four questions. Score on a Likert-7 scale, with 1 representing strongly disagree and 7 representing strongly agree. The higher the score, the more positive the subject's life attitude. The reference for the integrity of this scale (Xie and Pan, 2015) is Cronbach's α value of 0.93. The results of confirmatory factor analysis found that the theoretical model of the study has a good fit, χ²(237) = 1078.58, χ²/df = 4.55, GFI = 0.93, CFI = 0.93, RMSEA = 0.053.
death attitude scale
Time frame: Tests for the first and eighteenth weeks of the course
This study used the Death Attitude Scale, using the revised Wong, Reker and Gesser Death Attitude Description Scale. which contains The sub-scale includes death fear (7 questions), death avoidance (5 questions), neutral acceptance (5 questions), approach-oriented death acceptance (10 questions), and escape acceptance (5 questions); death fear refers to the fear of death. and negative thoughts and feelings about dying; death avoidance refers to a defense mechanism that keeps death in the personal subconscious; the concept of neutral acceptance is the degree to which an individual believes that death is neither feared nor expected; approach-oriented death acceptance It refers to the extent to which an individual sees death as a means to a happy afterlife; avoidance acceptance refers to the extent to which an individual sees death as an escape from a painful existence. Score it on a Likert-5 scale, with 1 representing strongly disagree and 5 representing strongly agree.
Self-compassion scale
Time frame: Tests for the first and eighteenth weeks of the course
This time we use Lai Zhichao and Su Lunhui (2015) translated as the Chinese version of the Self-Compassion Scale, the revised Chinese version of the scale has 25 items, with a five-point Likert scale, where 1 means almost never, 5 means almost always, and the score The higher the value, the more consistent it is with the item. It contains three aspects and six mutually opposing factors, divided into positive self-care ability (three groups) and negative self-care ability (three groups), namely: self-kindness-self-criticism (a total of 10 questions), shared suffering- Isolated experiences (8 questions in total) and mindfulness-over-identification (7 questions). The Cronbach's α coefficient of the reference Chinese version of the scale is 0.91, and the component reliability of its three scales (self-kindness, shared suffering, and mindfulness) ranges from 0.85 to 0.88. Validity model fit index: CFI value is 0.97, TLI value is 0.96, RMSEA value is 0.06, and SRMR value is 0.06 .
Spiritual Care Scale
Time frame: Tests for the first and eighteenth weeks of the course
The original scale was compiled by Lay Hwa Tiew (2012). The spiritual care-giving scale has 35 questions and 4 facets. The first facet is "Characteristics of spiritual care" (No. 22, 23 , 24, 25, 26, 27, 28, 29, 30, 31, 32, 34 and 35 questions); the second aspect "Spirituality and Definition of Spirit" (No. 6, 15, 16, 17, 18, 19 , 20 and 21 items); five items related to the third facet "spiritual perspective" (items 1, 2, 3, 4 and 5) and the fourth facet "spirituality and spiritual care values" (items 7 , 8, 9, 10, 11, 12, 13 and 14 items). It is scored using a six-point method (1-6 points). The higher the score, the higher the Cronbach's a of the four aspects of the original scale. are 0.94, 0.85, 0.84 and 0.86 (Hu et al., 2019). Before using this scale, it is planned to recruit 400 nursing students through snowballing and convenience sampling to establish the reliability and validity of the scale and make revisions.
Spiritual Health Scale-short version
Time frame: Tests for the first and eighteenth weeks of the course
There are 24 questions and 5 facets. Each facet is "Connecting with People" (Questions 1 to 4).Questions), "Live with meaning" (Questions 5 to 10), "Beyond adversity" (Questions 11 to 16), "Religious sustenance" (Questions 17 to 20), "Understand one's own mind " (Questions 21 to 24). The Cronbach's a value of the full scale is 0.93. After factor analysis, the Cronbach's a value of each scale ranges from 0.75 to 0.92. The test-retest reliability after three weeks is 0.77 (Xiao and Huang, 2005).
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Apr 2025.
- Results publication: PubMed 34036600Ruiz-Fernandez MD, Ramos-Pichardo JD, Ibanez-Masero O, Carmona-Rega MI, Sanchez-Ruiz MJ, Ortega-Galan AM. Professional quality of life, self-compassion, resilience, and empathy in healthcare professionals during COVID-19 crisis in Spain. Res Nurs Health. 2021 Aug;44(4):620-632. doi: 10.1002/nur.22158. Epub 2021 May 25.
- Results publication: PubMed 32280052Pattison N. End-of-life decisions and care in the midst of a global coronavirus (COVID-19) pandemic. Intensive Crit Care Nurs. 2020 Jun;58:102862. doi: 10.1016/j.iccn.2020.102862. Epub 2020 Apr 2. No abstract available.
- Results publication: PubMed 31856657Pehlivan S, Lafci D, Vatansever N, Yildiz E. Relationship Between Death Anxiety of Turkish Nurses and Their Attitudes Toward the Dying Patients. Omega (Westport). 2020 Nov;82(1):128-140. doi: 10.1177/0030222819895122. Epub 2019 Dec 19.
- Results publication: PubMed 34449474Cheng L, Guo X, Liu H, Chen Q, Cui R. Hope, death anxiety and simplified coping style scores of nursing students during the outbreak of COVID-19: A cross-sectional study. Medicine (Baltimore). 2021 Aug 27;100(34):e27016. doi: 10.1097/MD.0000000000027016.
- Results publicationAkat, M., Karataş, K. (2020). Psychological effects of COVID-19 Pandemic on society and its reflections on education. Turkish Studies, 15(4), 1-13.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing life and death courses in people with Life and Death, run by Chang Gung Memorial Hospital at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 13 Apr 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Nursing life and death professional knowledge (time frame: Tests for the first and eighteenth weeks of the course). The study lists 6 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06926517, which also lists 5 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Apr 2025.