Development and preliminary evaluation of an animation (<i>simplifyKDPI</i>) to improve kidney transplant candidate understanding of the Kidney Donor Profile Index

Kayler, Liise K.; Majumder, Monami; Bonner, Keisha; Ranahan, Molly; Dolph, Beth; Cadzow, Renée; Feeley, Thomas Hugh

doi:10.1111/ctr.13805

Cited by 13 publications

(12 citation statements)

References 38 publications

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“…Set specific concerns score for the entire cohort decreased immediately post-intervention by -21% (2.8-2.2, r = -. 19) and 3 weeks later by -29% (2.8-2.0; r = -.24) (Table 2).…”

Section: Concernsmentioning

confidence: 91%

“…KidneyTIME consists of 12 videos that describe the live kidney donation (LKD) process, benefits, and risks, two videos that describe kidney transplant evaluation and listing, one video about kidneys with risk factors for blood‐borne disease transmission, 17 and two videos each covering deceased‐donor kidney allocation 18 and the Kidney Donor Profile Index, 19 as alternatives to LDKT. For the purposes of this feasibility study, the donation specific content was organized within a behavioral and time sequenced context into four sets: LKD eligibility, LKD evaluation, LKD donation, and LKD recovery.…”

Section: Methodsmentioning

confidence: 99%

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Video education to facilitate patient outreach about living kidney donation: A proof of concept

Kayler

Seibert

Dolph

et al. 2021

Clinical Transplantation

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Background Increasing living‐donor kidney transplantation (LDKT) requires education of transplant candidates and their social network. This pre‐post study tested the feasibility and acceptability of KidneyTIME, an intervention which leverages LDKT video‐based educational content designed for sharing. Methods Adult kidney candidates undergoing transplant evaluation/re‐evaluation and their caregivers at a single transplant center viewed different sets of KidneyTIME videos prior to evaluation. Change in LDKT knowledge, self‐efficacy, and concerns was assessed before and immediately after exposure and 3 weeks later. Also assessed were post‐exposure program feedback, online use, and living donor (LD) inquiry. Results A total of 82 candidates and 79 caregivers participated. Viewers of KidneyTIME demonstrated increases in mean LDKT knowledge by +71% and communication self‐efficacy by +48%, and reductions in concerns by ‐21%. The intervention was received positively, with over 95% of participants agreeing that the videos were understandable, credible, and engaging. By 3 weeks follow‐up, 58% had viewed it again, 63% of family clusters had shared it, and 100% would recommend the program to a friend. Time to LD inquiry was similar to historic controls. Conclusion KidneyTime improved facilitators of LDKT, was rated as highly acceptable, and was highly shared, but did not impact LD inquiry during the COVID‐19 pandemic.

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“…Set specific concerns score for the entire cohort decreased immediately post-intervention by -21% (2.8-2.2, r = -. 19) and 3 weeks later by -29% (2.8-2.0; r = -.24) (Table 2).…”

Section: Concernsmentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Video education to facilitate patient outreach about living kidney donation: A proof of concept

Kayler

Seibert

Dolph

et al. 2021

Clinical Transplantation

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“…Multimedia-based programs to educate transplant patients were employed in four papers. Two studies created educational animation programs to improve self-management behaviors in kidney transplant patients in two different formats [48,49]. Video-based programs were developed in two studies to improve medication adherence and symptom management in renal transplantation [50,51].…”

Section: Applied Solutions and Approaches To Enhance Self-management ...mentioning

confidence: 99%

“…Metrics related to system and program usage included ease of use (22 studies) [28, 32-35, 38, 40, 41, 44, 46, 49, 53, 58, 59, 61, 63, 65-69], usefulness (24 studies) [28, 29, 33-35, 38, 40, 41, 44-46, 48, 53, 58, 59, 63, 65-67], usage rate (nine studies) [33,38,40,41,55,58,[64][65][66], trustiness or reliability (11 studies) [28, 29, 32, 37, 41, 44-46, 48, 49, 61], adherence to system recommendation (10 studies) [28,29,33,38,41,45,65,67,68], acceptability (21 studies) [29, 33-35, 38, 40, 41, 45, 46, 48, 49, 53-55, 58, 61, 65, 66], and intention to use (17 studies) [29,30,34,35,37,38,40,41,48,49,58,61,64,65,67]. All of these indicators, based on their effectiveness in the reviewed studies, are described in Table 4.…”

Section: Outcome Measuresmentioning

confidence: 99%

Pragmatic solutions to enhance self-management skills in solid organ transplant patients: systematic review and thematic analysis

2022

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Background In organ transplantation, all patients must follow a complex treatment regimen for the rest of their lives. Hence, patients play an active role in the continuity of the care process in the form of self-management tasks. Thus, the main objective of our study was to investigate the pragmatic solutions applied by different studies to enhance adherence to self-management behaviors. Method A systematic review was conducted in five databases from 2010 to August 2021 using keywords. Eligible studies were all English papers that developed self-management programs to enhance patient care in solid organ transplantation. The interventions were analyzed using thematic analysis to determine the main descriptive areas. The quality of the included articles was evaluated using the research critical appraisal program (CASP) tool. Results Of the 691 retrieved articles, 40 met our inclusion criteria. Of these, 32 studies were devoted to the post-transplantation phase. Five main areas were determined (e-health programs for telemonitoring, non-electronic educational programs, non-electronic home-based symptom-monitoring programs, electronic educational plans for self-monitoring, and Telerehabilitation) according to thematic analysis. Most studies (72.5%) declared that developed programs and applied solutions had a statistically significant positive impact on self-management behavior enhancement in transplant patients. Conclusion The results showed that an effective solution for improving organ transplantation needs patient collaboration to address psychological, social, and clinical aspects of patient care. Such programs can be applied during candidate selection, waiting list, and after transplantation by putting the patient at the center of care.

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“…10,[12][13][14] Individuals with end-stage kidney disease have indicated a willingness to learn transplant information from videos 15 and have rated educational videos highly. 12,[16][17][18] Video education may equip a broader range of dialysis staff with the tools to deliver education. However, dialysis center staff perspectives about using video to enhance patient education about kidney transplantation are unknown.…”

Section: Introductionmentioning

confidence: 99%

Using Focus Groups to Understand Dialysis Staff Perspectives on Delivering Transplant Education

et al. 2021

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Introduction Kidney transplant education in dialysis facilities could be optimized with internet resources, like videos, but most qualitative research predates widespread availability of online video education about kidney transplantation. To improve understanding of dialysis staff transplant education practices, as well as the potential value of video, we conducted focus groups of dialysis center staff members in Buffalo, NY. Methods/Approach Seventeen focus groups (97 participants: 53 nurses, 10 dialysis technicians, 6 social workers, 6 dieticians, 7 administrative personnel, 2 trainees, and 1 insurance coordinator) from 8 dialysis facilities in Buffalo, NY, were conducted, audio-recorded, transcribed, and analyzed. After thematic data analysis, a diverse patient and caregiver community advisory board was invited to comment, and their voices were integrated. Findings: Five key themes were identified that captured barriers to transplant education delivery and how online video could be a facilitator: (1) delivery of transplant education was reliant on one person, (2) other dialysis staff had time to answer transplant questions but felt uninformed, (3) patient lack of interest in existing supplementary transplant education, (4) patient disinterest in transplantation education was due to education timing, feeling overwhelmed, and transplant fear/ambivalence, and (5) video education could be flexible, low effort, and spark transplant interest. Study limitations are potential selection bias and inclusion of English-speaking participants only. Discussion Dialysis staff barriers of time, insufficient knowledge, and limited resources to provide education to patients and their care partners may be mitigated with online educational videos without increasing staff workload.

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Development and preliminary evaluation of an animation (simplifyKDPI) to improve kidney transplant candidate understanding of the Kidney Donor Profile Index

Cited by 13 publications

References 38 publications

Video education to facilitate patient outreach about living kidney donation: A proof of concept

Video education to facilitate patient outreach about living kidney donation: A proof of concept

Pragmatic solutions to enhance self-management skills in solid organ transplant patients: systematic review and thematic analysis

Using Focus Groups to Understand Dialysis Staff Perspectives on Delivering Transplant Education

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