Cancer PainNCT07461974
Evaluation of the Effects of Traditional and E-Learning Methods in Cancer Pain Care Education on Learning Outcomes and Institutional Costs
A study testing e-learning and traditional group in people with Cancer Pain and Nursing Students, run by Bilecik Seyh Edebali Universitesi.
Trial summary
Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Cancer Pain, Nursing Students, Nursing Education
- What is being tested?
- e-learning and traditional group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 100 participants
- Where
- No sites listed yet
- Study dates
- 1 Sep 2026to 31 Dec 2026
- 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 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Students who have access to the internet and a computer/mobile phone,
- Students who have successfully completed the Fundamentals of Nursing course,
- Students who are taking the Internal Medicine Nursing course for the first time,
- Students who voluntarily agree to participate in the study.
Who cannot join
- Students who are repeating the Internal Medicine Nursing course,
- Students who have taken the Palliative Care and Nursing or Oncology Nursing courses,
- Students who have been diagnosed with cancer themselves or have a relative diagnosed with cancer,
- Students who were admitted to the nursing department through the Vertical Transfer Exam (DGS) after graduating from an associate degree program in a health-related field,
- Students who graduated from a Vocational Health High School,
- Students who were admitted through the International Student Examination.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. The current shift in knowledge and skill acquisition from traditional teaching methods toward e-learning-based approaches has increased the importance of comparing the effects of these educational methods on learning outcomes in cancer pain management education.
Within this context, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. Thus, this study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.
Read the detailed description
Nursing education prepares qualified nurses to meet the care needs of individuals, families, and communities using evidence-based practices. Curricula in line with Türkiye and European Union standards provide both theoretical and clinical education and use various models: traditional, integrated, and problem-based learning. Recently, the pandemic, natural disasters, and fast technological changes have driven interest in student-centered and digital teaching. E-learning that uses digital tools like simulation, virtual reality, augmented reality, and gamification boosts learning motivation and enriches education.
Traditional teaching, used worldwide, has key advantages for classroom management and discipline. Its teacher-centered structure ensures systematic transfer of fundamental knowledge. This method achieves learning goals for knowledge and comprehension and delivers broad information quickly. Some research finds e-learning benefits knowledge and skills, while other studies report no significant learning difference from traditional methods.
However, studies comparing the costs of traditional and e-learning methods remain limited. Although the use of technology in education is often emphasized as cost-effective, most existing studies have focused on simulation costs and have not provided comprehensive quantitative cost analyses to support this claim. This gap highlights the importance of conducting detailed cost analyses in order to objectively evaluate the true cost-effectiveness of educational practices. Furthermore, the use of instructional design models is recommended to develop effective, systematic, and standardized teaching processes in both traditional and digital learning environments.
Within the scope of this study, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. In this way, the study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.
- Conditions
- Cancer Pain, Nursing Students, Nursing Education
- Being tested
- e-learning, traditional group
- Keywords
- Nursing, Traditional Learning Methods, E-Learning Methods, Education, Cost
- Medical subject headings
- Cancer Pain
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
e-learningBehavioural
Also called Educational intervention in cancer pain management training
For the e-learning method, the cancer pain management course will be delivered through a web-based platform designed according to the ADDIE model, using artificial intelligence-supported avatar lectures and gamified case scenarios.
traditional groupBehavioural
Also called Educational intervention in cancer pain management training
For the traditional teaching method, the cancer pain management course will be delivered through classroom lectures and case scenarios designed according to the ADDIE model.
| Study group | Role | What they receive |
|---|---|---|
| e-learning group | Experimental | For the e-learning method, the cancer pain management course will be delivered through a web-based platform designed according to the ADDIE model, using artificial intelligence-supported avatar lectures and gamified case scenarios. Receives: Behavioral: e-learning |
| traditional group | Active comparator | For the traditional method, the cancer pain management course will be delivered through classroom lectures and case scenarios designed according to the ADDIE model. Receives: Behavioral: traditional group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Cancer Pain Knowledge Test
The test, which will be developed by the researchers based on the literature, was prepared in two stages. In the first stage, multiple-choice questions were developed by the researchers based on the expected learning outcomes related to the cancer pain topic taught in the Internal Medicine Nursing course and the resources used in the course. In the second stage, an expert panel consisting of five faculty members from the field of Internal Medicine Nursing was formed to evaluate the content validity of the test. The experts assessed the content validity of the test using the Davis technique, and their suggestions for revision or modification were obtained. The expert evaluations were analyzed using the Content Validity Index, and the final version of the knowledge test was established based on the experts' feedback. The test consists of 20 questions, with scores ranging from a minimum of 0 to a maximum of 100. Higher scores indicate greater knowledge.
Measured: Twice, once at the end of the training (day 1) and again after 4 weeks.
Scenario-Based Assessment of Practical Skills Form
The learning outcomes related to cancer pain education identified by the researchers were used as the basis for developing a scenario lasting approximately 25-30 minutes and a corresponding skill evaluation checklist. The prepared scenario and checklist will be evaluated in terms of scope and content by a group of experts in the field. During the implementation phase, students will provide care to a patient with cancer pain described in the scenario. The students' practical skills during the scenario will be assessed using the skill evaluation checklist by one evaluator and one observer, who are nursing educators and are independent of the researchers. The maximum score that can be obtained from the application is 100, and the minimum score is 0. Higher scores indicate higher skill levels.
Measured: Twice, once at the end of the training (day 1) and again after 4 weeks.
Motivation Scale Regarding Instructional Material
The scale was developed by Keller in 2006 to measure motivation toward instructional materials. In 2016, it was adapted into Turkish by Dinçer and Doğanay. The original version of the scale consists of 36 items in a five-point Likert format; however, during the Turkish adaptation process, three items were removed. The scale consists of four subdimensions: attention, relevance, confidence, and satisfaction. Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are negatively worded and require reverse scoring. The minimum possible score on the scale is 36 and the maximum score is 180, with a midpoint of 108.00. The internal reliability coefficient of the scale was calculated as 0.93.
Measured: once at the end of the training (day 1)
Institutional Cost Information Form
To determine the cost of education, a Cost Information Form was developed based on the literature and expert opinions, taking into account the institutional costs incurred for students' education. The expenditure items included in the form will be calculated in Turkish Lira.
Measured: at the end of the study
Visual Analog Scale
Students will evaluate the instructor's performance by marking a point between 0 and 10 on a continuous line between two endpoints. Higher scores indicate better educator performance, while lower scores indicate poorer educator performance.
Measured: once at the end of the training (day 1)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Mar 2026
- Study start1 Sep 2026 (estimated)
- Primary completion31 Dec 2026 (estimated)
- Study completion31 Dec 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Cancer PainStudies 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 100 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Bilecik Seyh Edebali Universitesi
- Sponsor type
- University, hospital or other
- Collaborators
- Eskisehir Osmangazi University
- Responsible party
- Principal investigator, Semanur Bilgiç, Bilecik Seyh Edebali Universitesi
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07461974
- Sponsor's protocol ID
- thesis
- Status last verified
- Mar 2026
- First submitted
- 4 Mar 2026
- Last updated
- 5 Aug 2026
- Results posted
- No
- Data monitoring committee
- Yes
- 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 5 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluation of the Effects of Traditional and E-Learning Methods in Cancer Pain Care Education on Learning Outcomes and Institutional Costs
- ClinicalTrials.gov ID
- NCT07461974
- Acronym / sponsor ID
- thesis
- Conditions
- Cancer Pain, Nursing Students, Nursing Education
- Keywords
- Nursing, Traditional Learning Methods, E-Learning Methods, Education, Cost
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 100 participants (estimated)
- Lead sponsor
- Bilecik Seyh Edebali UniversitesiUniversity, hospital or other
- Collaborators
- Eskisehir Osmangazi University
- Study start
- 1 Sep 2026 (estimated)
- Primary completion
- 31 Dec 2026 (estimated)
- Study completion
- 31 Dec 2026 (estimated)
- First posted
- 10 Mar 2026 (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.
Cancer pain is a significant clinical problem that directly affects patients' quality of life and requires nurses to be equipped with adequate knowledge and skills to provide effective care. The current shift in knowledge and skill acquisition from traditional teaching methods toward e-learning-based approaches has increased the importance of comparing the effects of these educational methods on learning outcomes in cancer pain management education.
Within this context, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. Thus, this study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.
Detailed description
Nursing education prepares qualified nurses to meet the care needs of individuals, families, and communities using evidence-based practices. Curricula in line with Türkiye and European Union standards provide both theoretical and clinical education and use various models: traditional, integrated, and problem-based learning. Recently, the pandemic, natural disasters, and fast technological changes have driven interest in student-centered and digital teaching. E-learning that uses digital tools like simulation, virtual reality, augmented reality, and gamification boosts learning motivation and enriches education.
Traditional teaching, used worldwide, has key advantages for classroom management and discipline. Its teacher-centered structure ensures systematic transfer of fundamental knowledge. This method achieves learning goals for knowledge and comprehension and delivers broad information quickly. Some research finds e-learning benefits knowledge and skills, while other studies report no significant learning difference from traditional methods.
However, studies comparing the costs of traditional and e-learning methods remain limited. Although the use of technology in education is often emphasized as cost-effective, most existing studies have focused on simulation costs and have not provided comprehensive quantitative cost analyses to support this claim. This gap highlights the importance of conducting detailed cost analyses in order to objectively evaluate the true cost-effectiveness of educational practices. Furthermore, the use of instructional design models is recommended to develop effective, systematic, and standardized teaching processes in both traditional and digital learning environments.
Within the scope of this study, the course content on cancer pain management will be developed using both traditional and e-learning methods based on the ADDIE instructional design model. The effects of these two methods on students' learning outcomes and institutional teaching costs will be evaluated. In this way, the study aims to contribute to identifying effective and cost-efficient teaching strategies in nursing education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| e-learning group | Experimental | Behavioral: e-learningFor the e-learning method, the cancer pain management course will be delivered through a web-based platform designed according to the ADDIE model, using artificial intelligence-supported avatar lectures and gamified case scenarios. |
| traditional group | Active comparator | Behavioral: traditional groupFor the traditional method, the cancer pain management course will be delivered through classroom lectures and case scenarios designed according to the ADDIE model. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Students who have access to the internet and a computer/mobile phone,
- Students who have successfully completed the Fundamentals of Nursing course,
- Students who are taking the Internal Medicine Nursing course for the first time,
- Students who voluntarily agree to participate in the study.
Key exclusion criteria (6 listed)
- Students who are repeating the Internal Medicine Nursing course,
- Students who have taken the Palliative Care and Nursing or Oncology Nursing courses,
- Students who have been diagnosed with cancer themselves or have a relative diagnosed with cancer,
- Students who were admitted to the nursing department through the Vertical Transfer Exam (DGS) after graduating from an associate degree program in a health-related field,
- Students who graduated from a Vocational Health High School,
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 |
|---|---|---|
| e-learningAlso: Educational intervention in cancer pain management trainingFor the e-learning method, the cancer pain management course will be delivered through a web-based platform designed according to the ADDIE model, using artificial intelligence-supported avatar lectures and gamified case scenarios. | Behavioural | e-learning group |
| traditional groupAlso: Educational intervention in cancer pain management trainingFor the traditional teaching method, the cancer pain management course will be delivered through classroom lectures and case scenarios designed according to the ADDIE model. | Behavioural | traditional group |
Primary outcome
Cancer Pain Knowledge Test
Time frame: Twice, once at the end of the training (day 1) and again after 4 weeks.
The test, which will be developed by the researchers based on the literature, was prepared in two stages. In the first stage, multiple-choice questions were developed by the researchers based on the expected learning outcomes related to the cancer pain topic taught in the Internal Medicine Nursing course and the resources used in the course. In the second stage, an expert panel consisting of five faculty members from the field of Internal Medicine Nursing was formed to evaluate the content validity of the test. The experts assessed the content validity of the test using the Davis technique, and their suggestions for revision or modification were obtained. The expert evaluations were analyzed using the Content Validity Index, and the final version of the knowledge test was established based on the experts' feedback. The test consists of 20 questions, with scores ranging from a minimum of 0 to a maximum of 100. Higher scores indicate greater knowledge.
Scenario-Based Assessment of Practical Skills Form
Time frame: Twice, once at the end of the training (day 1) and again after 4 weeks.
The learning outcomes related to cancer pain education identified by the researchers were used as the basis for developing a scenario lasting approximately 25-30 minutes and a corresponding skill evaluation checklist. The prepared scenario and checklist will be evaluated in terms of scope and content by a group of experts in the field. During the implementation phase, students will provide care to a patient with cancer pain described in the scenario. The students' practical skills during the scenario will be assessed using the skill evaluation checklist by one evaluator and one observer, who are nursing educators and are independent of the researchers. The maximum score that can be obtained from the application is 100, and the minimum score is 0. Higher scores indicate higher skill levels.
Motivation Scale Regarding Instructional Material
Time frame: once at the end of the training (day 1)
The scale was developed by Keller in 2006 to measure motivation toward instructional materials. In 2016, it was adapted into Turkish by Dinçer and Doğanay. The original version of the scale consists of 36 items in a five-point Likert format; however, during the Turkish adaptation process, three items were removed. The scale consists of four subdimensions: attention, relevance, confidence, and satisfaction. Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are negatively worded and require reverse scoring. The minimum possible score on the scale is 36 and the maximum score is 180, with a midpoint of 108.00. The internal reliability coefficient of the scale was calculated as 0.93.
Institutional Cost Information Form
Time frame: at the end of the study
To determine the cost of education, a Cost Information Form was developed based on the literature and expert opinions, taking into account the institutional costs incurred for students' education. The expenditure items included in the form will be calculated in Turkish Lira.
Visual Analog Scale
Time frame: once at the end of the training (day 1)
Students will evaluate the instructor's performance by marking a point between 0 and 10 on a continuous line between two endpoints. Higher scores indicate better educator performance, while lower scores indicate poorer educator performance.
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 5 Aug 2026.
- Individual participant dataSharing planned: No
Related trials for Cancer Pain
Recruiting
Empowered Relief® for Cancer Survivors With Chronic Pain
Chronic Pain Due to Cancer, Pain Catastrophizing
Not yet recruiting
Effect of Pectoral Nerve Block (PECS) Using Magnesium Sulfate Added to Dexamethasone on Quality of Recovery and Chronic Post-Mastectomy Pain
Breast Cancer, Postoperative Pain
Recruiting
Effect of Cyclic Sighing Breathing Exercise on CRBD, Pain, and Sleep Quality in Patients Undergoing TUR
Transurethral Resection of Bladder Tumor, Transurethral Resection of the Prostate (TURP)
Not yet recruiting
Lung Cancer and Aging: Improving Well-being for Older Adults With Lung Cancer
Lung Cancer
Active, not recruitingPhase 3
Effect of Olanzapine on Opioid Craving and Misuse Among Patients Receiving Opioids for Cancer-related Pain: A Pilot Double-Blind, Randomized Control Trial
Misuse, Opioid
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.
Questions about this trial
What is this clinical trial studying?
A study testing e-learning and traditional group in people with Cancer Pain and Nursing Students, run by Bilecik Seyh Edebali Universitesi.
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 4 inclusion and 6 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: opening soon, as of the sponsor's last update on 5 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
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 Semanur Bilgiç, Research Asisstant (+905395966328, semanurblgc@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Cancer Pain Knowledge Test (time frame: Twice, once at the end of the training (day 1) and again after 4 weeks.). The study lists 5 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 5 Aug 2026.