Authors (including presenting author) :
LEE HY, CHAN WK, CHUNG KW, LAW WK, HO PS, WONG MC
Affiliation :
Department of Clinical Oncology, Tuen Mun Hospital, New Territories West Cluster
Keyword 1: :
Systemic Anticancer Treatment
Keyword 2: :
Patient Empowerment
Keyword 3: :
Educational video
Keyword 4: :
Side-effect management
Keyword 5: :
Limited staffing
Keyword 6: :
Minimize treatment wait times
Introduction :
In the day chemotherapy center, nurses provide orientation to patients beginning systemic anticancer therapy (SACT). However, increasing patient loads and limited staffing challenge the delivery of high-quality education while maintaining efficient patient flow. Educational content is largely consistent across chemotherapy regimens but often duplicated in pamphlets, cue cards, and QR code videos, many of which are text-heavy and lack visual cohesion.
Objectives :
To enrich patient understanding of systemic anticancer therapy and side-effect management, consolidate educational materials into a single engaging video, and minimize treatment wait times.
Methodology :
This quasi‑experimental, two-center comparative study recruited patients newly initiated on SACT at TMH day chemotherapy center (control group) and TSWH day chemotherapy center (intervention group). Patients with cognitive impairment or language barriers were excluded. The control group received standard education (pamphlets and verbal instructions), while the intervention group received the same care supplemented with an educational video delivered via iPads. The video covered systemic anticancer therapy, infusion reactions, injection site care, management of common chemotherapy side effects, and home care guidance.
Outcome measures included:
- Knowledge assessment (10-item multiple‑choice test administered pre‑ and post‑first treatment cycle)
- Patient satisfaction surveys (Likert‑scale with quantitative and open-ended items)
- Staff feedback (short surveys and informal interviews)
Result & Outcome :
A total of 33 control and 31 intervention patients were recruited. Both groups improved in post-test scores, but gains were greater in the intervention group (0.94 vs. 0.45). Patients with lower education showed the largest improvement (+1.4). Secondary and tertiary groups showed smaller differences. Patients and staff reported a clearer understanding and improved workflow efficiency. Patient empowerment program incorporating an engaging educational video effectively enhanced patient knowledge and self-care among individuals newly initiated SACT. While both centers showed improvements, the intervention group achieved greater gains, particularly among patients with lower education levels, underscoring the added value of multimedia education in bridging knowledge gaps. Clinically, multimedia education should be integrated into routine patient orientation to strengthen comprehension and self-care, especially among patients with lower literacy. Guided viewing sessions, multilingual subtitles, and caregiver involvement are recommended to maximize accessibility. Operationally, standardized videos streamline workflow, reduce duplication, and shorten patient wait times, allowing nurses to focus on individualized concerns. Continuous feedback and periodic updates will ensure relevance, while follow-up assessments can track outcomes such as reduced unplanned admissions, fewer infusion-related complications, and improved adherence. Overall, this program offers a scalable model that empowers patients, enhances clinical outcomes, and improves efficiency in oncology care.
