Rosaasen Nicola, Mainra Rahul, Shoker Ahmed, Wilson Jay, Blackburn David, Mansell Holly
1 Saskatchewan Transplant Program, Saskatoon, Saskatchewan, Canada.
2 Division of Nephrology, Department of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Prog Transplant. 2017 Mar;27(1):58-64. doi: 10.1177/1526924816685862. Epub 2017 Jan 11.
Poor knowledge about immunosuppressive (IS) medications remains a major problem for patients in the posttransplant setting. Therefore, more effective educational strategies in the pretransplant setting are being considered as a possible method to improve knowledge and readiness for the challenges of posttransplant care. However, the most effective/relevant content of a pretransplant educational program is yet to be determined.
To identify pretransplant education topics from the posttransplant patient perspective.
A focus group meeting was conducted among 7 high-functioning, stable adult kidney transplant recipients recruited from the Saskatchewan Transplant Program. Demographic information including age, gender, occupation, background/ethnicity, and time since transplant were recorded. A moderator, assistant moderator, and research assistant facilitated the 90-minute focus group meeting using a predetermined semistructured interview guide. The session was audio recorded and transcribed verbatim. Nvivo software was used to code the data and identify emerging themes exploring views of participants relating to the educational information required for pretransplant patients.
Patients were satisfied with the education they had received. Ideas were classified into the following major themes-patient satisfaction, transplant waitlist, surgery, medications, posttransplant complications, lifestyle and monitoring, knowledge acquisition, illusion of control, and life changes posttransplant. Knowledge gaps were identified in all areas of the transplantation process and were not exclusive to IS medications.
Misconceptions regarding transplantation were identified by a group of high-functioning, stable adult recipients who were satisfied with their clinical care. Future educational strategies should aim to address the entire transplantation process and not be limited to medications.
对于移植后患者而言，对免疫抑制（IS）药物的了解不足仍然是一个主要问题。因此，移植前环境中更有效的教育策略被视为提高知识水平和为移植后护理挑战做好准备的一种可能方法。然而，移植前教育计划中最有效/相关的内容尚未确定。
从移植后患者的角度确定移植前教育主题。
在从萨斯喀彻温移植项目招募的7名功能良好、病情稳定的成年肾移植受者中进行了一次焦点小组会议。记录了包括年龄、性别、职业、背景/种族以及移植后时间在内的人口统计学信息。一名主持人、一名助理主持人和一名研究助理使用预先确定的半结构化访谈指南主持了这场90分钟的焦点小组会议。会议进行了录音并逐字转录。使用Nvivo软件对数据进行编码，并确定新出现的主题，探讨参与者对移植前患者所需教育信息的看法。
患者对他们所接受的教育感到满意。想法被归类为以下主要主题——患者满意度、移植等待名单、手术、药物、移植后并发症、生活方式与监测、知识获取、控制错觉以及移植后的生活变化。在移植过程的所有领域都发现了知识差距，并且并不局限于免疫抑制药物。
一组对临床护理感到满意的功能良好、病情稳定的成年受者发现了关于移植的误解。未来的教育策略应旨在涵盖整个移植过程，而不仅限于药物。
