Andersen Marit Helen, Wahl Astrid Klopstad, Engebretsen Eivind, Urstad Kristin Hjorthaug
Department of Transplantation Medicine, Oslo University Hospital, Oslo, Norway.
Faculty of Medicine, Department of Health Sciences, University of Oslo, Oslo, Norway.
J Ren Care. 2019 Jun;45(2):111-119. doi: 10.1111/jorc.12273. Epub 2019 Mar 28.
Patient-centred education is a key element in the care of patients undergoing kidney transplantation. We implemented a tailored, evidence-based education programme for the post-transplant phase.
The aim of the study was to explore renal transplant recipients' experiences of participating in a new, tailored, evidence-based education programme.
An explorative qualitative design was chosen to elicit knowledge, insight and understanding of the renal transplant recipients' perspectives. Twelve renal transplant recipients participated in semi-structured interviews about eight weeks post-transplant. The interviews were audiotaped and analysed using thematic data analysis inspired by Kvale and Brinkmann's method for meaning condensation.
Two main themes emerged: 'Situated tailoring to the person's everyday life knowledge', and 'Tailoring as a standard procedure regardless of the person'.
The findings of the present study indicate that the renal transplant recipients experienced the new education programme to be tailored to individual needs. Our study also revealed that the recipients experienced the health care personnel to take different considerations into account when educating. Viewing knowledge as continuously changing from controlled study contexts into clinical settings, we here demonstrate the need to evaluate new knowledge also after being implemented.
以患者为中心的教育是肾移植患者护理的关键要素。我们为移植后阶段实施了一项量身定制的、基于证据的教育计划。
本研究的目的是探讨肾移植受者参与一项新的、量身定制的、基于证据的教育计划的经历。
采用探索性定性设计，以获取对肾移植受者观点的认识、见解和理解。12名肾移植受者在移植后约8周参加了半结构化访谈。访谈进行了录音，并采用受Kvale和Brinkmann意义浓缩方法启发的主题数据分析进行分析。
出现了两个主要主题：“根据个人日常生活知识进行情境化定制”和“无论个人情况如何，定制作为标准程序”。
本研究结果表明，肾移植受者体验到新的教育计划是根据个人需求量身定制的。我们的研究还表明，受者体验到医护人员在教育时会考虑不同因素。鉴于知识从对照研究环境到临床环境不断变化，我们在此证明在新知识实施后也有必要对其进行评估。
