Implementing a tailored education programme: renal transplant recipients’ experiences

Andersen, Marit Helen; Wahl, Astrid Klopstad; Engebretsen, Eivind; Urstad, Kristin Hjorthaug

doi:10.1111/jorc.12273

Cited by 18 publications

(26 citation statements)

References 25 publications

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“…[ 35 ] In a study of renal transplant recipients' experiences of participating in a new, tailored, evidence-based education program, it was found that they feel more satisfied with receiving individualized education. [ 36 ] On the other hand, participants stated that facilitating the processes using new technologies, teamwork education, and patient and family accessibility is necessary to achieve PFCE. Studies have shown that using remote technology-based education such as websites, smartphone applications, and social networks as a strategy has increased knowledge, medication adherence, and patient education effectiveness in transplanted recipients.…”

Section: Discussionmentioning

confidence: 99%

The need for renovating patient education in kidney transplantation: A qualitative study

Mahdizadeh

Oskouie

Khanjari

et al. 2020

J Edu Health Promot

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BACKGROUND: Many kidney transplant recipients lack the knowledge, abilities, and support they need for self-care. On the other hand, most kidney transplant centers do not have a well-planned and specific training program for them, and educational interventions for kidney transplant recipients have not been adequately effective. This study aimed to describe strategies for improving patient education in kidney transplantation. MATERIALS AND METHODS: Data were collected through semi-structured individual and group interviews with 24 patients, family members, and health-care staff in one of the main kidney transplant centers in Tehran. Participants were selected purposefully, and qualitative content analysis was used to analyze the data. RESULTS: The main finding emerged from the data was the shift from current patient education program to patient- and family-centered education (PFCE). The strategies to achieve this goal were categorized into four main categories including “continuous patient and family education” (pre- and posttransplant patient education), “facilitating the process” (using new technologies, teamwork education, and patient and family accessibility), “strengthening human resources” (empowerment health-care team, allocation of human resources, promoting staffs' motivation, and updating educational content and materials), and “monitoring and evaluation” (correcting patient education recording, supervising the patient education, and appropriate educational evaluation). CONCLUSIONS: Transforming from the current patient education program to PFCE seems to be essential to increase the effectiveness of patient education in kidney transplant process. To this end, providing continuous patient and family education, facilitating the processes, strengthening human resources, and monitoring and evaluation in health-care organizations conducting the kidney transplantation is necessary.

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Section: Discussionmentioning

confidence: 99%

The need for renovating patient education in kidney transplantation: A qualitative study

Mahdizadeh

Oskouie

Khanjari

et al. 2020

J Edu Health Promot

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“…Transplantation is a replacement treatment alternative for patients with end‐stage kidney disease (Andersen et al, 2019). However, despite the benefits of renal transplantation, recipients encounter several problems including renal toxicity (Walsh & Dinavahi, 2016), hypertension (Severova‐Andreevska, Danilovska, Sikole, Popov, & Ivanovski, 2019), new‐onset diabetes mellitus (Nie et al, 2019), dyslipidemia and hyperuricemia following with the immunosuppressive drugs (Robledo et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Transplantation is one of the miraculous achievements of modern medicine for patients with end‐stage kidney disease as it improves organ failure‐related symptoms (Been‐Dahmen et al, 2018), long‐term survival rates and quality of life (Jain et al, 2019; Veater & East, 2016). However, renal transplant patients experience new challenges of managing their new grafts, using long‐term immunosuppressants, and adapting to various daily restrictions (Andersen, Wahl, Engebretsen, & Urstad, 2019). Moreover, they must cope with emotional distress, self‐care management and social interactions (Been‐Dahmen et al, 2018; Veater & East, 2016).…”

Section: Introductionmentioning

confidence: 99%

Care Needs for Organ Transplant Recipients Scale: Development and psychometric testing

Chang

Lai

Tsai

et al. 2020

Journal of Renal Care

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Background Needs assessment can determine how large the gap is between needs and available services; however, no tools are available to assess the unmet needs of renal transplant recipients. Objectives The aim of this study was to develop the Care Needs for Organ Transplant Recipients Scale (CNOTRS) and examine its psychometric properties. Design A cross‐sectional design for instrument development and psychometric testing. Participants In total, 217 renal transplant recipients were recruited through convenience sampling. Methods An initial 36‐item CNOTRS was developed after a comprehensive literature review. After the CNOTRS was tested through content validity and face validity, the factor structure was explored using exploratory factor analysis (EFA). Convergent validity was examined using Pearson's correlation between the CNOTRS and Hospital Anxiety and Depression Scale (HADS). Known‐group validity was tested by comparing CNOTRS scores of patients grouped based on whether they had experienced complications or rejection. Results Twenty‐eight items with three factors (namely daily care and social interaction needs, psychological needs, and health system and service needs) were identified in EFA by parallel analysis and Velicer's MAP test. The psychological needs domain had a stronger positive correlation with the HADS than the other two domains. The known‐group validity was supported as a significant association between complications or rejection occurrence and unmet needs. The Cronbach's α of the CNOTRS was 0.94. Conclusions The CNOTRS demonstrated satisfactory reliability and validity to assess the care needs for renal transplant recipients and can assist health care professionals to tailor more personalised care for their individual needs.

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“…This study is the fourth in a row within a broader implementation project aiming to examine the implementation of the new education program, from different angles and in different phases utilizing different study designs [16,[27][28][29]. The focus of the current study was whether the positive effects of the randomized controlled trial (RCT) intervention could be recaptured in a long-term perspective.…”

Section: Introductionmentioning

confidence: 99%

Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

et al. 2021

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Background Following an implementation plan based on dynamic dialogue between researchers and clinicians, this study implemented an evidence-based patient education program (tested in an RCT) into routine care at a clinical transplant center. The aim of this study was to investigate renal recipients’ knowledge and self-efficacy during first year the after the intervention was provided in an everyday life setting. Methods The study has a longitudinal design. The sample consisted of 196 renal recipients. Measurement points were 5 days (baseline), 2 months (T1), 6 months (T2), and one-year post transplantation (T3). Outcome measures were post-transplant knowledge, self-efficacy, and self-perceived general health. Results No statistically significant changes were found from baseline to T1, T2, and T3. Participants’ levels of knowledge and self-efficacy were high prior to the education program and did not change throughout the first year post transplantation. Conclusion Renal recipients self-efficacy and insight in post-transplant aspects seem to be more robust when admitted to the hospital for transplantation compared to baseline observations in the RCT study. This may explain why the implemented educational intervention did not lead to the same positive increase in outcome measures as in the RCT. This study supports that replicating clinical interventions in real-life settings may provide different results compared to results from RCT’s. In order to gain a complete picture of the impacts of an implemented intervention, it is vital also to evaluate results after implementing findings from RCT-studies into everyday practice.

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Implementing a tailored education programme: renal transplant recipients’ experiences

Cited by 18 publications

References 25 publications

The need for renovating patient education in kidney transplantation: A qualitative study

The need for renovating patient education in kidney transplantation: A qualitative study

Care Needs for Organ Transplant Recipients Scale: Development and psychometric testing

Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

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