Optimal transplant education for recipients to increase pursuit of living donation

Waterman, Amy D.; Barrett, Ann; Stanley, Sara

doi:10.7182/prtr.18.1.d4r0564645ut6074

Cited by 29 publications

(35 citation statements)

References 33 publications

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“…Comprehensive education would address both the benefits and risks of deceased and living donor transplantation compared with each other, dialysis, and no treatment (15). Furthermore, quantitative and qualitative work with potential and past kidney recipients about their needs for education (16,17) recommended that educational material should address the following: (1) practical issues around the evaluation process and surgery for both recipients and donors; (2) common concerns about LDKT, including those about harm and inconvenience to donors; and (3) ways donors may benefit from LDKT. From a provider's perspective, dialysis nephrologists have indicated the importance of spending adequate time with each patient (.20 minutes) to review benefits, risks, practical issues, and concerns and to answer questions (18).…”

Section: Need For Improved Ldkt Education Outside Of Transplant Centersmentioning

confidence: 99%

Living Donor Kidney Transplantation

Waterman¹,

Morgievich²,

Cohen³

et al. 2015

Clinical Journal of the American Society of Nephrology

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Living donor kidney transplantation (LDKT) offers better quality of life and clinical outcomes, including patient survival, compared with remaining on dialysis or receiving a deceased donor kidney transplant. Although LDKT education within transplant centers for both potential recipients and living donors is very important, outreach and education to kidney patients in settings other than transplant centers and to the general public is also critical to increase access to this highly beneficial treatment. In June 2014, the American Society of Transplantation's Live Donor Community of Practice, with the support of 10 additional sponsors, convened a consensus conference to determine best practices in LDKT, including a workgroup focused on developing a set of recommendations for optimizing outreach and LDKT education outside of transplant centers. Members of this workgroup performed a structured literature review, conducted teleconference meetings, and met in person at the 2-day conference. Their efforts resulted in consensus around the following recommendations. First, preemptive transplantation should be promoted through increased LDKT education by primary care physicians and community nephrologists. Second, dialysis providers should be trained to educate their own patients about LDKT and deceased donor kidney transplantation. Third, partnerships between community organizations, organ procurement organizations, religious organizations, and transplant centers should be fostered to support transplantation. Fourth, use of technology should be improved or expanded to better educate kidney patients and their support networks. Fifth, LDKT education and outreach should be improved for kidney patients in rural areas. Finally, a consensus-driven, evidencebased public message about LDKT should be developed. Discussion of the effect and potential for implementation around each recommendation is featured, particularly regarding reducing racial and socioeconomic disparities in access to LDKT. To accomplish these recommendations, the entire community of professionals and organizations serving kidney patients must work collaboratively toward ensuring accurate, comprehensive, and up-to-date LDKT education for all patients, thereby reducing barriers to LDKT access and increasing LDKT rates.

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Section: Need For Improved Ldkt Education Outside Of Transplant Centersmentioning

confidence: 99%

Living Donor Kidney Transplantation

Waterman¹,

Morgievich²,

Cohen³

et al. 2015

Clinical Journal of the American Society of Nephrology

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“…Patients pursuing LDKT want detailed information about the evaluation, surgery, and medical tests required for recipients and donors 47. Several transplant centers have increased LDKT rates by offering formal family education programs and targeting African-Americans 48.…”

Section: Interventions Addressing Barriers To Ldktmentioning

confidence: 99%

Addressing Racial and Ethnic Disparities in Live Donor Kidney Transplantation: Priorities for Research and Intervention

Waterman

Rodrigue

Purnell

et al. 2010

Seminars in Nephrology

105

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One potential mechanism for reducing racial/ethnic disparities in the receipt of kidney transplants is to enhance minorities' pursuit of living donor kidney transplantation (LDKT). Pursuit of LDKT is influenced by patients' personal values, their extended social networks, the healthcare system, and the community at large. This review discusses research and interventions promoting LDKT, especially for minorities, including improving education for patients, donors, and providers, utilizing LDKT kidneys more efficiently, and reducing surgical and financial barriers to transplant. Future directions to increase awareness of LDKT for more racial/ethnic minorities are also discussed including developing culturally tailored transplant education, clarifying transplant-eligibility practice guidelines, strengthening partnerships between community kidney providers and transplant centers, and conducting general media campaigns and community outreach. KeywordsLive Donor Kidney Transplantation; LDKT; disparities in kidney transplantation; kidney transplant barriers Kidney transplantation represents an optimal therapy for end-stage renal disease (ESRD), offering patients improved survival and quality-of-life at less cost than dialysis. 1, 2 However, racial/ethnic minorities with ESRD trail behind Caucasians in their receipt of deceased kidney transplants.1 , 2 Research on racial/ethnic disparities in access to kidney transplant has shown

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“…4 Lung transplant or bust: patients' recommendations for ideal lung transplant education Formative studies, most commonly with kidney patients, have been undertaken to learn about the specific educational needs of patients. 5,6 For example, researchers have identified that ideal kidney transplant education should address: recipients' transplantation fears, 7 patients' quality of life and psychosocial needs, 5 and patients' readiness to accept their illness. 8 Less is known about the educational preferences of patients with end-stage lung disease.…”

mentioning

confidence: 99%

Lung Transplant or Bust: Patients' Recommendations for Ideal Lung Transplant Education

Davis

Ryszkiewicz²,

Schenk

et al. 2014

Prog Transpl

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Peer reviewed eScholarship.orgPowered by the California Digital Library University of California A lthough current demand outpaces the supply, patients with end-stage lung disease who are able to get lung transplants can have up to a 75% lower risk of death and significantly better quality of life than patients who stay on the waiting list. [1][2][3] More than 100 transplant centers across the United States ensure that the approximately 1700 patients waiting for a lung transplant (based on Organ Procurement and Transplantation Network data as of November 2, 2012) know about and are prepared for a successful transplant. Federal regulations for solid-organ transplant dictate that patients must receive information about the evaluation, the surgery, postoperative treatment, alternative treatments, and medical and psychosocial risks. Main Outcome Measures-Patients' interest in receiving specific transplant information, the stage in the transplant process during which they wanted to receive the education, and the preferred format for presenting the information. Results-Patients most wanted information about how to sustain their transplant (72%), when to contact their coordinator immediately (56%), transplant benefits (56%), immunosuppressants (54%), and possible out-of-pocket expenses (52%). Patients also wanted comprehensive information early in the transplant process and a review of a subset of topics immediately before transplant (time between getting the call that a potential donor has been found and getting the transplant). Patients reported that they would use Internet resources (74%) and converse with transplant professionals (68%) and recipients (62%) most often. Discussion-Lung transplant patients are focused on learning how to get a transplant and ensuring its success afterwards. A comprehensive overview of the evaluation, surgery, and recovery process at evaluation onset with a review of content about medications, pain management, and transplant recovery repeated immediately before surgery is ideal.

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Optimal transplant education for recipients to increase pursuit of living donation

Cited by 29 publications

References 33 publications

Living Donor Kidney Transplantation

Living Donor Kidney Transplantation

Addressing Racial and Ethnic Disparities in Live Donor Kidney Transplantation: Priorities for Research and Intervention

Lung Transplant or Bust: Patients' Recommendations for Ideal Lung Transplant Education

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