ArticleBMC nursing2026
A randomized controlled trial comparing visual-based and traditional educational materials in radiotherapy patient education: implications for nursing practice.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06678204 (Enhancing Self-care Strategies in Radiation Therapy Patients Through Diverse Smart and Flipped Education Compared to Traditional Text Booklets), which is not on this map. Not yet cited in PubMed.
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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.
Enhancing Self-care Strategies in Radiation Therapy Patients Through Diverse Smart and Flipped Education Compared to Traditional Text Booklets
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10 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundEffective patient education is a core component of supportive care delivered by radiotherapy teams. However, conventional text-based materials may not adequately address the needs of patients with limited health literacy or high anxiety. Visual-enhanced educational tools may help patients better understand treatment procedures, manage side effects, and engage in self-care, but evidence from randomized controlled trials in radiotherapy settings remains limited.
methodsWe conducted a single-center, prospective, parallel-group randomized controlled trial including 200 adults (100 breast cancer and 100 head and neck cancer) initiating radiotherapy at a medical center. Participants were randomly assigned 1:1 (stratified by cancer type) to receive either visual-based illustrated pamphlets (enhanced group) or traditional text-based pamphlets (control group) as part of a standardized education session delivered by certified oncology nurses. Anxiety was assessed using the Hamilton Rating Scale for Anxiety (HAMA), and self-care knowledge was measured using a structured questionnaire, both at baseline and at two weeks after radiotherapy initiation. Inter-group differences in changes over time were examined using independent t-tests and analysis of covariance, with effect sizes and 95% confidence intervals reported.
resultsBoth groups demonstrated reductions in anxiety and improvements in self-care knowledge over time; however, the visual-based group showed significantly greater benefits. Participants who received illustrated materials had a larger decrease in total HAMA scores compared with the control group (mean change - 3.39 ± 4.48 vs. -0.17 ± 3.11; p < 0.0001). Enhanced improvements were also observed across multiple anxiety-related domains. In addition, the visual-based group achieved higher post-intervention scores on key self-care knowledge items, particularly in areas such as treatment frequency, skin protection, dietary adjustment, and hydration, with consistently significant inter-group differences.
conclusionsVisual-based educational materials delivered by certified oncology nurses significantly reduced anxiety and enhanced self-care knowledge among patients initiating radiotherapy, compared with traditional text-only materials. Integrating illustrated educational tools into routine radiotherapy education may promote patient-centered care and improve health literacy. Future studies should evaluate long-term behavioral outcomes, broader implementation in diverse oncology settings, and resource/workflow impact.
trial registrationThis randomized controlled trial was retrospectively registered at ClinicalTrials.gov (NCT06678204) on 29 October 2024 and is reported in accordance with the CONSORT 2025 Statement.
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