Educational strategies and challenges in peritoneal dialysis: a qualitative study of renal nurses’ experiences

Bergjan, Manuela; Schaepe, Christiane

doi:10.1111/jocn.13191

Cited by 23 publications

(33 citation statements)

References 34 publications

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“…Effective communication can, however, be a challenging task for PD nurses. Bergjan and Schaepe () have described how some nurses were unaware that their communication style used during teaching was having a negative impact on their patients. In another study, when nurses used more open‐ended questions, explored topics brought up by patients, and refrained from using commands or reprimands, patient satisfaction improved as well (Boscart ).…”

Section: Discussionmentioning

confidence: 99%

Teaching–learning partnership between nurses and long‐term patients undergoing peritoneal dialysis: A qualitative study

Radmore

Hyrkäs

2019

Journal of Renal Care

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SUMMARY Background People with end‐stage kidney disease (ESKD) receiving peritoneal dialysis (PD) have been found to alter their adherence to the renal therapeutic regimen following their initial teaching by PD nurses. Since alterations of adherence have been associated with poor health outcomes, this study focuses on persons receiving PD who rely on support and re‐education from their nurses. Objectives To explore the teaching–learning partnership between people receiving PD and PD nurses, and to compare and contrast shared perspectives. Design The study consisted of individual semi‐structured interviews of four people receiving PD and three PD nurses, using qualitative content analysis. Findings Four shared themes and nine sub‐themes emerged: “motivation” was characterised by perceptions of “staying healthy to avoid peritonitis pain and to qualify for a transplant”. One sub‐theme emerged exclusively in the interviewed people receiving PD: “motivation” to initiate PD through “finding meaning in life and situation”. The theme “acceptance” was comprised “of diagnosis and choosing to initiate PD” and the “modification and integration into daily life”. The presence of “support” arose from “personal support from family and friends”, “professional care and understanding of the individual” and “professional customised and re‐iterative education”. The evolving “partnership” was comprised of “exposure”, “personal rapport”, and the “necessity of working together” in order to maintain positive health outcomes. Conclusion The partnership between the PD nurse and people receiving PD for ESKD is crucial for successful health outcomes. Each partnership is unique and evolves over time. A successful partnership requires nurses to modify the educational content and teaching style to best meet the needs of people receiving PD and, most importantly, allow them to feel cared for and supported.

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Section: Discussionmentioning

confidence: 99%

Teaching–learning partnership between nurses and long‐term patients undergoing peritoneal dialysis: A qualitative study

Radmore

Hyrkäs

2019

Journal of Renal Care

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“…Research has showed that timely and adequate patient education can balance modality selection [ 43 , 44 ], prepare for a better initiation of dialysis [ 45 ], and promote independence, while also encouraging self-management [ 46 , 47 ]. Recent advances in CKD patient education recommend the development of training programs based on the principles of the adult learning theory, which initially assesses individuals’ ability and willingness to learn [ 48 , 49 ]. Demonstration and instruction are the most widely used teaching activities.…”

Section: Discussionmentioning

confidence: 99%

“…However, if different trainers are involved in the training process and each of them demonstrates things differently, this results in the patients becoming confused. In addition, instructions and demonstrations should be simple and concise [ 49 ].…”

Section: Discussionmentioning

confidence: 99%

Through the Patients’ Eyes: The Experience of End-Stage Renal Disease Patients Concerning the Provided Nursing Care

et al. 2017

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Chronic kidney disease is a condition that affects both the physical and mental abilities of patients. Nursing care is of pivotal importance, in particular when end-stage renal disease (ESRD) patients are concerned, since the quality of the provided care may severely influence the patient’s quality of life. This is why it is important to explore patient experiences concerning the rendered care. However, limited up-to-date studies have addressed this issue. The aim of the present study was to stress the experiences of ESRD patients concerning the provided nursing care in the hemodialysis unit at the University Hospital in Heraklion, Crete. A qualitative methodological approach was used, based on the principles of phenomenological epistemology. Semi-structured interviews were conducted, and open-ended questions were applied to record how patients experienced the rendered care during dialysis. The recorded data were analyzed via qualitative content analysis, which revealed three main themes: ‘Physical Care’, ‘Psychological Support’ and ‘Education’. Patients’ views were conceptualized into sub-themes within each main theme. The interviews revealed the varied and distinct views of ESRD patients, indicating that the rendered care should be individualized.

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“…Therefore, the related training is necessary for controlling peritonitis. [ 5 ] Educating these patients is difficult due to such barriers as cognitive impairment because of advanced uremia,[ 5 ] memory loss,[ 6 ] physical disorders caused by chronic fatigue, loss of physical strength, and lack of energy,[ 7 ] old age, different-related diseases, and lack of motivation. [ 5 ] Psychological problems related to the loss of confidence and the feeling of dependence on technology for survival make the patient worry, and this stress aggravates the problems in learning.…”

Section: Introductionmentioning

confidence: 99%

The effect of health-belief-model-based training on behaviors preventing peritonitis in patients on peritoneal dialysis

2018

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Background:Peritonitis is one of the important complications of peritoneal dialysis and one of the reasons for failure of this therapeutic technique. As one of the important reasons for development of peritonitis is disregard for health behaviors, this study aims to investigate the effect of education based on health belief model (HBM) on behaviors preventing peritonitis in peritoneal dialysis patients.Methods:This double-blind clinical trial study conducted on 60 patients with peritoneal dialysis in Isfahan, Iran. A researcher-made questionnaire was used to evaluate knowledge, HBM constructs, and peritonitis preventive behaviors in three stages (before, immediately after and 2-month after intervention). The intervention group received four HBM-based educational sessions and the control group received a lecture session. Data were analyzed using Chi-square, Mann–Whitney, Fisher's exact test, independent t-test, and repeated measures ANOVA.Results:There was no significant difference between the two groups’ background variables and level of knowledge, perceived, sensitivity, severity, benefits, arriers, self-efficacy, personal and environmental hygiene behaviors and fluid-replacement technique before the intervention. Immediately after the intervention, all of the variables, except perceived barriers, personal, and environmental hygiene, were significantly higher in the intervention group than the control group (P < 0.05); 2 months after the intervention, all of the variables, except personal hygiene and perceived barriers, were significantly higher in the intervention group (P < 0.05); in three stages, personal hygiene was not significantly different between the two groups; and 2 months after the intervention, the variable of perceived barriers decreased significantly in the intervention group (P < 0.05).Conclusions:Education based on HBM is effective on promoting behaviors preventing peritonitis. Education based on HBM is suggested in peritoneal dialysis patients to prevent peritonitis.

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Educational strategies and challenges in peritoneal dialysis: a qualitative study of renal nurses’ experiences

Abstract: Still psychomotor skills dominate peritoneal dialysis patient training, there is a need of both a deeper understanding of affective learning objectives and the accurate use of (self-)assessment tools, particularly for health literacy.

Cited by 23 publications

References 34 publications

Teaching–learning partnership between nurses and long‐term patients undergoing peritoneal dialysis: A qualitative study

Teaching–learning partnership between nurses and long‐term patients undergoing peritoneal dialysis: A qualitative study

Through the Patients’ Eyes: The Experience of End-Stage Renal Disease Patients Concerning the Provided Nursing Care

The effect of health-belief-model-based training on behaviors preventing peritonitis in patients on peritoneal dialysis

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