Support, FamilyNCT07039344
Effectiveness of Palliative Care Training and Its Impact on Experiential Learning
A study testing Conventional method of Palliative care Training (Group A) and Pedagogical (LWPPR) method of Palliative care Training (Group B) in people with Support, Family and The Effects of Educational Intervention on Nurses Performance, run by Lincoln University College Malaysia at 2 sites in Pakistan.
Trial summary
Palliative care is a complex concept in nursing that needs special education and training. However, it is not focused and under-recognized discipline and the same is consistent with nursing students. In Pakistan, conventional teaching methods in nursing have been dominating all over. Read more about this study
- Who is it for?
- Ages 18 to 25 yearsHealthy volunteers can take part
- Conditions the study is for
- Support, Family, The Effects of Educational Intervention on Nurses Performance
- What is being tested?
- Conventional method of Palliative care Training (Group A) and Pedagogical (LWPPR) method of Palliative care Training (Group B)
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- 2 sitesPakistan
- Study dates
- 1 Jul 2025to 30 Oct 2025
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 18 to 25 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Nursing students of 3rd and 4th year enrolled in the Bachelor of Science in Nursing for the academic year of 2025-2026
- Willing to attend the full course of palliative education.
- Have age of 18- 25 years.
- Both male and female will be included in the study.
- Those willing to give informed consent.
Who cannot join
- Will be on leave during study period
- Have already received any educational training on palliative care.
- Working as nursing assistants in any palliative care setting.
- Have supply in the previous academic year.
- Have previous exposure of working in palliative or end of life care services.
Trial locations and contacts
2 sites in 1 country. Contact the study team or a site near you to ask about taking part.
Pakistan2 sites, 2 recruiting
- Recruiting
Al-Aleem Institute of Nursing, Gulab Devi Educational complex, Lahore
Lahore, Punjab Province, 54000
Carol Samson, MSN, 03434068407 ext. +92, carolsamson41@gmail.com
Sharel Samson, MSN, 03271778856 ext. +93, Sharelsamson42@gmail.com
- Recruiting
Rai Foundation College of Nursing
Sargodha, Punjab Province, 54000
Rabia Bibi, MSN, 03008776575 ext. +92, rabiakhaan6575@gmail.com
Waqas Andryas, 03013392411 ext. +92, waqasandryas@gmail.com
About this study
Official title: Effectiveness of Palliative Care Training Program Among Senior Student Nurses And Its Impact In Experiential Learning In Nursing Education
Palliative care is a complex concept in nursing that needs special education and training. However, it is not focused and under-recognized discipline and the same is consistent with nursing students. In Pakistan, conventional teaching methods in nursing have been dominating all over. These methods are insufficient to meet the evolving needs of palliative care education. Hence, it is vital to explore new innovate approaches for palliative care education. Therefore, the goal of this clinical trial is to test a palliative care training program and its impact on experiential learning among senior student Nurses. The study compares the palliative care training through 5 step pedagogical method versus traditional method. Researchers will compare palliative care training program through 5-step pedagogical framework to 2-step conventional method to see is 5-step pedagogical framework is more effective in enhancing experiential learning in palliative care among senior nursing students compare to conventional method. The group 1 receives palliative care education through 2-step method in which didactic lecture and Simulation session provided. The group 2 receive palliative care education through a 5-step pedagogy in which expose to lecture, Simulation session, video, clinical and self-directed learning session. After intervention the experiential learning will be assessed based on knowledge, skill, and self-efficacy questionnaire.
Read the detailed description
The nursing education often lack or little exposure to palliative care in undergraduate studies. In Pakistan, conventional teaching methods in Nursing have been dominating all over. In which students have little or no exposure of dying patients in clinical setting. Therefore, it is vital to explore new innovate approaches for palliative care education. The skill of nursing students influenced either positive or negative due to their educational method during training. In Pakistan conventional methods are dominant in nursing education. However, conventional methods are inadequate to impart practical knowledge among students. Previously, many studies reported interactive methods are dominant over the traditional methods to enhance competency and eventually employment opportunities. Hence, the ultimate goal of this study will be to see the effectiveness of palliative care training program among senior student nurses and its impact in experiential learning in nursing education. That will give the student nurses an opportunity to augment their proficiencies and improve knowledge in an innocuous environment. Eventually, the study will describe the strategies for effective learning and its impact on experiential leaning in nursing education.
This study will investigate the effectiveness of palliative care training and its impact on senior nursing student's experiential learning. The study will compare training through two different approaches a 2-step traditional approach and a 5-step pedagogy method and its impact on experiential learning. The experiential learning will be measured through the knowledge, competency and self-efficacy in palliative care as pre and post intervention using a single blind randomized controlled trial. The study may contribute in providing evidence of the efficacy of palliative care training in a resource limited setting. The study will contribute essentially in nursing education by investigating two different approaches and their effect on experiential learning.
- Being tested
- Conventional method of Palliative care Training (Group A), Pedagogical (LWPPR) method of Palliative care Training (Group B)
- Keywords
- Palliative care, palliative care education, compare
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Conventional method of Palliative care Training (Group A)Other
Group A receive training through the 2-step Conventional method. The first step comprises 1 didactic lecture / week (1 hour) for 10 weeks leading towards the second step of 1 skill session / week for 1 hour under instructor supervision for 6 weeks.
Pedagogical (LWPPR) method of Palliative care Training (Group B)Other
Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 11 groups will make with a ratio of 5 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students.
| Study group | Role | What they receive |
|---|---|---|
| Conventional method of Palliative care Training (Group A) | Active comparator | Group A receive training through the 2-step Conventional method. The first step comprises lectures followed by skill session. The lecture content will be the same for both groups. The students practiced their skills under instructor supervision on the manikins in groups of 5 students in each group. The errors will be corrected on the spot. Receives: Other: Conventional method of Palliative care Training (Group A) |
| Pedagogical (LWPPR) method of Palliative care Training (Group B) | Experimental | Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 10 groups will make with a ratio of 10 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students. Receives: Other: Pedagogical (LWPPR) method of Palliative care Training (Group B) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Knowledge Questionnaire
- Knowledge: is considering awareness regarding palliative care. It will be measured through a 20-item true, false, and I don't know item scale called the Palliative Care Quiz for Nursing (PCQN), that measure palliative care knowledge among nursing students. The total score ranged from 0 to 20 and will be graded for each student as poor, average and good
Measured: after 6 weeks of intervention and 3 months after intervention
Self-Efficacy
Self-efficacy is the professed capability to manage common aspects of palliative care. It will be measured through a 12-item scale called the Palliative Care Self-Efficacy Scale (PCSES). The total score ranged from 0 to 48 and will be graded for each student as low, moderate and good
Measured: after 6 weeks of intervention and 3 months after intervention
Competency
is the ability of undergraduate nurse's skill of providing palliative care in clinical practice. It will be measured through Creighton Competency Evaluation Instrument in palliative care (CCEI-PC) in four areas of 1) assessment, 2) communication, 3) clinical judgment, and 4) patient safety. The total score ranged from 0-23 and will be graded as poor, average and good
Measured: after 6 weeks of intervention and 3 months after intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted26 Jun 2025
- Study start1 Jul 2025
- Primary completion30 Oct 2025 (estimated)
- Study completion30 Oct 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Support, FamilyStudies of the same condition, open and under way.
- 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- There will be two groups receiving two different intervention simultaneously. so the best mode match my study is parallel
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 110 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Lincoln University College Malaysia
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Mishal Liaqat, Lincoln University College Malaysia
- Investigators
- Mishal Liaqat, PhD Scholar, Principal investigator, Lincoln University College, MalysiaDr. Regidor III Poblete Dioso, Study chair, Lincoln University College, Malysia
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07039344
- Sponsor's protocol ID
- LUC/CGPS/0614032022
- Status last verified
- Jul 2025
- First submitted
- 21 May 2025
- Last updated
- 4 Jul 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 4 Jul 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of Palliative Care Training Program Among Senior Student Nurses And Its Impact In Experiential Learning In Nursing Education
- ClinicalTrials.gov ID
- NCT07039344
- Acronym / sponsor ID
- LUC/CGPS/0614032022
- Keywords
- Palliative care, palliative care education, compare
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 110 participants (estimated)
- Lead sponsor
- Lincoln University College MalaysiaUniversity, hospital or other
- Study start
- 1 Jul 2025 (actual)
- Primary completion
- 30 Oct 2025 (estimated)
- Study completion
- 30 Oct 2025 (estimated)
- First posted
- 26 Jun 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.
Palliative care is a complex concept in nursing that needs special education and training. However, it is not focused and under-recognized discipline and the same is consistent with nursing students. In Pakistan, conventional teaching methods in nursing have been dominating all over. These methods are insufficient to meet the evolving needs of palliative care education. Hence, it is vital to explore new innovate approaches for palliative care education. Therefore, the goal of this clinical trial is to test a palliative care training program and its impact on experiential learning among senior student Nurses. The study compares the palliative care training through 5 step pedagogical method versus traditional method. Researchers will compare palliative care training program through 5-step pedagogical framework to 2-step conventional method to see is 5-step pedagogical framework is more effective in enhancing experiential learning in palliative care among senior nursing students compare to conventional method. The group 1 receives palliative care education through 2-step method in which didactic lecture and Simulation session provided. The group 2 receive palliative care education through a 5-step pedagogy in which expose to lecture, Simulation session, video, clinical and self-directed learning session. After intervention the experiential learning will be assessed based on knowledge, skill, and self-efficacy questionnaire.
Detailed description
The nursing education often lack or little exposure to palliative care in undergraduate studies. In Pakistan, conventional teaching methods in Nursing have been dominating all over. In which students have little or no exposure of dying patients in clinical setting. Therefore, it is vital to explore new innovate approaches for palliative care education. The skill of nursing students influenced either positive or negative due to their educational method during training. In Pakistan conventional methods are dominant in nursing education. However, conventional methods are inadequate to impart practical knowledge among students. Previously, many studies reported interactive methods are dominant over the traditional methods to enhance competency and eventually employment opportunities. Hence, the ultimate goal of this study will be to see the effectiveness of palliative care training program among senior student nurses and its impact in experiential learning in nursing education. That will give the student nurses an opportunity to augment their proficiencies and improve knowledge in an innocuous environment. Eventually, the study will describe the strategies for effective learning and its impact on experiential leaning in nursing education.
This study will investigate the effectiveness of palliative care training and its impact on senior nursing student's experiential learning. The study will compare training through two different approaches a 2-step traditional approach and a 5-step pedagogy method and its impact on experiential learning. The experiential learning will be measured through the knowledge, competency and self-efficacy in palliative care as pre and post intervention using a single blind randomized controlled trial. The study may contribute in providing evidence of the efficacy of palliative care training in a resource limited setting. The study will contribute essentially in nursing education by investigating two different approaches and their effect on experiential learning.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- There will be two groups receiving two different intervention simultaneously. so the best mode match my study is parallel
| Arm | Type | Receives |
|---|---|---|
| Conventional method of Palliative care Training (Group A) | Active comparator | Other: Conventional method of Palliative care Training (Group A)Group A receive training through the 2-step Conventional method. The first step comprises lectures followed by skill session. The lecture content will be the same for both groups. The students practiced their skills under instructor supervision on the manikins in groups of 5 students in each group. The errors will be corrected on the spot. |
| Pedagogical (LWPPR) method of Palliative care Training (Group B) | Experimental | Other: Pedagogical (LWPPR) method of Palliative care Training (Group B)Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 10 groups will make with a ratio of 10 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (5 listed)
- Nursing students of 3rd and 4th year enrolled in the Bachelor of Science in Nursing for the academic year of 2025-2026
- Willing to attend the full course of palliative education.
- Have age of 18- 25 years.
- Both male and female will be included in the study.
- Those willing to give informed consent.
Key exclusion criteria (5 listed)
- Will be on leave during study period
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 |
|---|---|---|
| Conventional method of Palliative care Training (Group A)Group A receive training through the 2-step Conventional method. The first step comprises 1 didactic lecture / week (1 hour) for 10 weeks leading towards the second step of 1 skill session / week for 1 hour under instructor supervision for 6 weeks. | Other | Conventional method of Palliative care Training (Group A) |
| Pedagogical (LWPPR) method of Palliative care Training (Group B)Group B will receive training through the 5-steps pedagogy method including: the 1st step (learn), in which didactic lectures will be given to the students leading to the 2nd step (video watch), a 30 minutes video on Palliative care. The students first see the video in the class on multimedia with explanation and then share to the students in what's up group for frequent watching as per need. In the 3rd step (practice), students practiced their skills on a low fidelity simulator under instructor supervision on a scheduled day of the week in the nursing skill lab for 6 weeks. The errors will be corrected on the spot. A total of 11 groups will make with a ratio of 5 in each group. In the 4th step (perform), students perform their skill in real-life situations through the clinical rotation under supervision. Finally, the 5th step (Retain) will be established through self-directed learning in which an additional one-hour skill session / week will be provided to the students. | Other | Pedagogical (LWPPR) method of Palliative care Training (Group B) |
Primary outcome
Knowledge Questionnaire
Time frame: after 6 weeks of intervention and 3 months after intervention
1. Knowledge: is considering awareness regarding palliative care. It will be measured through a 20-item true, false, and I don't know item scale called the Palliative Care Quiz for Nursing (PCQN), that measure palliative care knowledge among nursing students. The total score ranged from 0 to 20 and will be graded for each student as poor, average and good
Self-Efficacy
Time frame: after 6 weeks of intervention and 3 months after intervention
Self-efficacy is the professed capability to manage common aspects of palliative care. It will be measured through a 12-item scale called the Palliative Care Self-Efficacy Scale (PCSES). The total score ranged from 0 to 48 and will be graded for each student as low, moderate and good
Competency
Time frame: after 6 weeks of intervention and 3 months after intervention
is the ability of undergraduate nurse's skill of providing palliative care in clinical practice. It will be measured through Creighton Competency Evaluation Instrument in palliative care (CCEI-PC) in four areas of 1) assessment, 2) communication, 3) clinical judgment, and 4) patient safety. The total score ranged from 0-23 and will be graded as poor, average and good
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 4 Jul 2025.
- Individual participant dataSharing planned: No
Related trials for Support, Family
Recruiting
Family Support Protocol for Adolescent Internalizing Disorders
Internalizing Disorders, Substance Use Disorders
Recruiting
VOCALE LBD: Online Peer Support for Caregivers of People With Lewy Body Dementia
Lewy Bodies Disease, Depression Disorder
Active, not recruiting
Adapting FAMS to Optimize CGM Use Among Emerging Adults With Type 1 Diabetes
Type 1 Diabetes
Not yet recruiting
Smart Sock for Monitoring Walking and Supporting Physical Activity in Older Adults
Walking Mesh
Recruiting
Applying CSNAT in HBPC as an Approach to Elder Mistreatment Risk Reduction
Caregiver Stress, Caregiver Health Related QOL
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.
Mishal Liaqat, PhD Scholar principal investigator
Lincoln University College, Malysia
Dr. Regidor III Poblete Dioso study chair
Lincoln University College, Malysia
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Conventional method of Palliative care Training (Group A) and Pedagogical (LWPPR) method of Palliative care Training (Group B) in people with Support, Family and The Effects of Educational Intervention on Nurses Performance, run by Lincoln University College Malaysia at 2 sites in Pakistan.
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 5 inclusion and 5 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: looking for participants now, as of the sponsor's last update on 4 Jul 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in Pakistan. 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Mishal Liaqat, PhD Scholar (+923434136972, mishee861@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Knowledge Questionnaire (time frame: after 6 weeks of intervention and 3 months after intervention). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 4 Jul 2025.