ArticleBMC nursing2025
Integrating transformative learning theory in synchronous E-learning in musculoskeletal pain education among primary care nurses: a randomized study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05589311 (Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain), which is not on this map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain: A Randomised Trial
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSynchronous E-learning has been used in Continuing Professional Education (CPE) to teach nurses about musculoskeletal (MSK) pain, but it is insufficient to achieve deeper conceptualization. Hence, we applied Transformative Learning Theory (TLT) to complement the CPE. This study aimed to assess the effectiveness of the TLT-design CPE and explore the learners' experience of transformative learning in synchronous E-learning.
methodsA multicenter randomized controlled trial design was employed. Participants received synchronous E-learning CPE, either in the TLT-design workshop (intervention group) or in the usual didactic workshop (control group). Data collection was conducted before, immediately after, and one month after the workshop. We used validated outcome measures, namely, Neurophysiology of Pain Questionnaire (NPQ), Management Advice Vignette (MAV), and Health Care Pain Attitudes and Impairment Relationship Scale (HC-PAIRS). Additionally, narrative comments and feedback were gathered. Baseline comparisons were assessed using independent t-tests and repeated measures ANOVA for the three time points. Generalized Estimating Equations (GEE) were used for intention-to-treat analysis, incorporating multiple covariates. Significance was set at p < 0.05. Cohen's d was reported as a measure of effect size.
resultsBoth groups showed significant improvements, and the effects were sustained after one month. However, the GEE model showed that the intervention group had significantly improved scores in NPQ compared to the control group (p = 0.006). In addition, the intervention group performed significantly better in MAV (p = 0.008, d = 0.528) and HC-PAIRS (p = 0.046, d=-0.390) after one month. Participants' narrative comments and feedback supported the transformative learning experience. They also expressed a preference for face-to-face teaching, shorter didactic sessions, and more interactive activities of longer duration.
conclusionsSynchronous E-learning is effective for teaching MSK pain. When enhanced with TLT design, learners showed significant and sustained improvements. Deliberate application of TLT strategies should be considered in pain education. Practical recommendations are provided to further enhance the teaching of MSK pain. Additional strategies should be explored to reinforce the learning of pain knowledge.
trial registrationRegistered on ClinicalTrials.gov registry (NCT05589311) on 21 October 2022. First recruitment was on 24 October 2022.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.