Educational Support for Lung Cancer Screening
Recruiting in Palo Alto (17 mi)
Age: 18+
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: Ronald Myers
Disqualifiers: Lung cancer, Recent hospitalization, Dementia, others
No Placebo Group
Trial Summary
What is the purpose of this trial?This clinical trial tests how well providing education improves screening for lung cancer in patients with a history of smoking. Screenings may help doctors find lung cancer sooner when it may be easier to treat. Education and counseling may be an effective method to help providers and patients learn about lung cancer screening. Providing education and decision counseling to providers and patients may increase lung cancer screening.
Will I have to stop taking my current medications?
The trial information does not specify whether you need to stop taking your current medications. It focuses on education and counseling for lung cancer screening.
What data supports the effectiveness of the treatment Educational Support for Lung Cancer Screening?
Research shows that educating cancer patients helps them manage treatment side effects better, reduces stress and anxiety, and improves cooperation with treatment plans. Additionally, wellness education has been found to positively influence behavior and psychological status in lung cancer patients.
12345Is educational support for lung cancer screening safe for humans?
Educational support, such as wellness education and therapeutic education, is generally safe for humans. It helps patients understand and manage treatment side effects, though a lack of information can sometimes lead to adverse events.
15678How does the educational support treatment for lung cancer screening differ from other treatments?
The educational support treatment for lung cancer screening is unique because it focuses on providing patients with knowledge and skills to manage their condition, rather than directly treating the cancer itself. This approach helps patients understand their disease, cope with stress, and improve their cooperation with medical regimens, which can lead to better overall outcomes.
125910Eligibility Criteria
This trial is for adults aged 50-77 who currently smoke or quit within the last 15 years, with a significant smoking history. They must be able to communicate in English or Spanish and have an upcoming primary care visit. Excluded are those recently hospitalized, with dementia, prior lung cancer, or recent CT scans.Inclusion Criteria
Practice Level: Practice using the main electronic medical record (EMR) of each system, in order to run appropriate patient recruitment reports
Practice Level: Primary care practice (family medicine, geriatrics, internal medicine) in one of the 4 participating health systems
Practice Level: Practice with at least 50% of practice providers (physicians and advanced care providers) consenting to participate
+5 more
Exclusion Criteria
Patient Outreach: Prior history of lung cancer
I was hospitalized within the last 60 days.
Patient Outreach: Dementia diagnosis codes F03.90 or F03.91 in EHR
+1 more
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Intervention
Providers and patients undergo educational activities and counseling to improve lung cancer screening
4 months
Multiple sessions (online and in-person)
Follow-up
Participants are monitored for repeat annual lung cancer screenings and diagnostic follow-up
11-16 months
Long-term Follow-up
Participants are monitored for tobacco cessation services and lung cancer screening referrals
Up to 5 years
Participant Groups
The study evaluates if education and counseling can increase lung cancer screening rates among smokers or recent quitters. It involves survey administration, electronic health record review, and educational activities aimed at both healthcare providers and patients.
4Treatment groups
Experimental Treatment
Active Control
Group I: Group A (Providers): (survey, online educational activity)Experimental Treatment2 Interventions
Participants complete survey on study. Participants undergo online educational activity on study. Participants undergo distance learning on study.
Group II: Group A (Patients): (EHR, educational activity, counseling))Experimental Treatment3 Interventions
Patients undergo EHR review on study. Patients undergo educational activity on study. Patients also undergo SDM counseling once on study.
Group III: Group B (Patients): (survey)Active Control2 Interventions
Patients undergo EHR review on study and complete telephone survey throughout the trial.
Group IV: Group B (Providers): (survey)Active Control1 Intervention
Participants complete survey at baseline and end of study survey.
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
Sidney Kimmel Cancer Center at Thomas Jefferson UniversityPhiladelphia, PA
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Who Is Running the Clinical Trial?
Ronald MyersLead Sponsor
Thomas Jefferson UniversityLead Sponsor
National Cancer Institute (NCI)Collaborator
References
Relationships between patient knowledge and the severity of side effects, daily nutrient intake, psychological status, and performance status in lung cancer patients. [2018]We aimed to assess the relationships of patient education with the severity of treatment-induced side effects, daily calorie and protein intake, psychological status, and performance status in patients with lung cancer.
Information and education across the phases of cancer care. [2019]Providing information to the cancer patient, is important but it is only one facet of patient education. Cancer patients also need to be taught new skills and shown new ways to cope. Patients who are not only informed, but are also educated and have more knowledge about their disease, are more likely to cooperate with treatment regimens and experience less stress and anxiety. One approach to identifying the content of cancer patient education is to focus on the various phases of cancer care. This approach provides a way for the patient and family to learn those aspects that are critical to coping with and adapting to the impact of the disease and its treatment. A number of researchers have begun to build the knowledge base important in identifying the appropriate educational content, methods for teaching, and approaches to evaluating teaching effectiveness. Future studies will continue to provide the scientific foundation for this most important aspect of cancer care.
Cancer patient education: reality and potential. [2019]Cancer now attacks one in three Americans, resulting in one in six deaths. Yet, until recently, few patient education programs were directed toward cancer patients. This review examines the status of cancer patient education and suggests future directions. We focus on several aspects of cancer patient education, including needs assessments and programs in treatment, rehabilitation, and continuing care and evaluation. The most comprehensive patient education programs are those directed toward patients in active treatment; one of its tasks is to help patients manage treatment side effects. A major component of rehabilitation programs is counseling patients to help them cope with the effects of cancer. Many patient education programs have performed evaluations; most reflect difficulties in one or more areas, such as selecting appropriate measures or accruing adequate sample sizes. We recommend several directions for the future, including the use of appropriate measurement tools, adequate sample sizes, multimodality programs with incorporation of psychological techniques such as relaxation training and guided imagery, and assessment of the impact of patient education programs on costs.
The nurse's role in nutritional management of radiotherapy patients. [2008]The education of the cancer patient is a nursing responsibility. The authors feel strongly that individualization in diet therapy is most important. The guidelines, therefore, stress assessments, development of individualized diets, education, and periodic reassessment. The educational content includes information regarding the side effects, with known preventive and therapeutic measures. Measures that are acceptable, practical, and effective for one individual may to another individual be ineffective, impractical, or unacceptable. Since this is true, multiple alternatives have been given for each problem.
Influence of wellness education on first-line icotinib hydrochloride patients with stage IV non-small cell lung cancer and their family caregivers. [2019]This study aims to examine the effects of wellness education (WE) intervention on the behavioral change, psychological status, performance status on patients with stage IV non-small cell lung cancer (NSCLC) undergoing icotinib hydrochloride treatment and their relationships with family caregivers.
Impact of an early education multimedia intervention in managing nutrition-related chemotherapy side effects: a pilot study. [2021]The purpose of the educational intervention was to measure changes in knowledge, perceived benefit of nutrition, and perceived self efficacy in handling side effects of chemotherapy before and after viewing a 15 minute DVD among patients with cancer.
[Potential clinical impact of therapeutic education in patients treated with anticancer drugs]. [2017]The aim of our work was to assess the potential clinical impact of therapeutic education in patients treated with anticancer drugs. One hundred-one ambulatory adult patients (mean age: 60 years, range: 24-88) treated by anticancer chemotherapy were included. The occurrence of adverse events was reported by 83% of the patients. Twenty-one percent (14/67) of the patients were not compliant with their supportive care treatment, 60% (60/101) took over-the-counter medications (one contraindication identified) and 14% (14/101) claimed they had received no counsel on risk behaviour (UV exposure, lack of contraception, driving) from health care professionals. Overall, 11% (44/397) of adverse events were associated with a lack of information. Twelve percent (4/33) of the calls to the doctor, 6% (1/17) of the visits to the physician and 21% (3/14) of the hospitalizations could be associated with a lack of therapeutic education. These data enlighten the importance of therapeutic education of cancer patients treated by chemotherapy.
Empowering individuals to self-manage chemotherapy side effects. [2022]Providing concise, consistent, and individually relevant patient education is critical. At one institution, patients and families attended a chemotherapy education class consisting of an 11-minute DVD and an oncology nurse-facilitated group discussion. Postclass and eight-week follow-up surveys assessing understanding of treatment side effects, self-care management, and confidence in managing side effects were administered. Quantitative and qualitative data suggested the DVD and oncology nurse-facilitated group discussion provided consistent information, flexibility, and expert knowledge in empowering patients and families to self-manage chemotherapy side effects.
Cancer patient education: what, where, and by whom? [2007]Cancer patients and their families experience numerous psychological, physiological, informational, and educational needs. In response to these needs, health care professionals are planning and implementing educational activities that range from standard one-to-one patient teaching sessions to more sophisticated educational programs involving groups of patients and their families. These activities are occurring in hospitals, outpatient clinics, physicians' offices, and in the community. Health care professionals are relying on printed educational materials and a variety of audiovisual resources to reinforce verbal communication with patients and their families. During the diagnostic and treatment phases of the patients' illness, the educational activities are designed to allay apprehensions and provide patients with knowledge about specific tests and procedures. In the posttreatment and rehabilitation phases, patients are given important information and taught self-care techniques and skills to cope with their disease. Innovative teaching strategies, such as imagery, are being used to help meet the special needs of cancer patients. The challenge to the educator is to recognize the patients' varied needs and to determine which educational strategies are most effective generally and are most effective at what stage during the patients' illness.
Computed Tomography Scanning for Early Detection of Lung Cancer. [2019]Parallel and often unrelated developments in health care and technology have all been necessary to bring about early detection of lung cancer and the opportunity to decrease mortality from lung cancer through early detection of the disease by computed tomography. Lung cancer screening programs provide education for patients and clinicians, support smoking cessation as primary prevention for lung cancer, and facilitate health care for tobacco-associated diseases, including cardiovascular and chronic lung diseases. Guidelines for lung cancer screening will need to continue to evolve as additional risk factors and screening tests are developed. Data collection from lung cancer screening programs is vital to the further development of fiscally responsible guidelines to increase detection of lung cancer, which may include small groups with elevated risk for reasons other than tobacco exposure.