Date of Graduation
Fall 12-12-2025
Document Access
Project/Capstone - Global access
Degree Name
Master of Science in Nursing (MSN)
College/School
School of Nursing and Health Professions
Program
MSN project
First Advisor
Dr, Ghada Dunbar
Second Advisor
Dr. Ana Viera-Martinez
Abstract
Section I: Abstract
Objective
Chemotherapy initiation is widely recognized as a period of heightened anxiety and cognitive overload for oncology patients, often limiting their ability to retain essential information during traditional one-time, nurse-led education sessions (Gucuyener & Karabacak, 2025; Howell et al., 2020). This quality improvement (QI) project sought to address gaps in comprehension, preparedness, and digital engagement within an outpatient oncology infusion microsystem by integrating evidence-based digital chemotherapy education with structured follow-up support.
Aim
The project aimed to determine whether a nurse-guided walkthrough of a digital chemotherapy education platform, paired with standardized follow-up calls, would improve patient comprehension, confidence in managing treatment-related side effects, anxiety reduction, and engagement with educational modules.
Methods
Guided by Lewin’s Change Theory and the Clinical Nurse Leader (CNL) framework, a dual-format education model was implemented consisting of (1) nurse-facilitated digital education walkthroughs and (2) follow-up calls within 48–72 hours of chemotherapy initiation. Measures included digital module completion, self-reported confidence, comprehension, satisfaction, anxiety reduction, and follow-up call completion rates.
Results
Patients who received the dual-format education demonstrated substantial improvements in confidence, symptom-management comprehension, and preparedness. Digital engagement increased among participants who received guided walkthroughs, while nurses reported greater clarity and consistency in teaching. No unintended consequences were noted.
Conclusions
Dual-format chemotherapy education is a feasible, sustainable strategy that reinforces learning beyond the initial teaching session. Findings support ongoing integration of digital platforms, improved digital-literacy support, and standardized follow-up calls to enhance patient-centered chemotherapy education (Pagès et al., 2025; Sezgin et al., 2024).
Recommended Citation
Aminpour, Jasmine Esther; Kaur, Harshpreet; Ruvalcaba, Ana; and Muwanas, Sarah, "Improving Chemotherapy Patients' Confidence and Preparedness Through Dual-format Teaching" (2025). Master's Projects and Capstones. 1971.
https://repository.usfca.edu/capstone/1971
