Truhan Tayler E, McMahon James, Courtney Aisling E, Gill Paul, Mansell Holly, Noble Helen, Reid Joanne, Rosaasen Nicola, Wood Alison, McKeaveney Clare
School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Rd, Belfast, BT9 7BL, UK.
Belfast City Hospital, Belfast Health and Social Care Trust, Belfast, UK.
BMC Nephrol. 2025 May 3;26(1):225. doi: 10.1186/s12882-025-04116-0.
Living donor kidney transplantation (LDKT) is a complex medical procedure requiring extensive education for both donors and transplant candidates. With technological advances in healthcare, video educational resources are becoming more widely used. This study aimed to synthesize the existing qualitative evidence on LDKT educational experiences, preferences, and needs from the perspectives of kidney transplant candidates and recipients, donors, and HCPs, to establish the essential LDKT education considerations for candidates and potential donors interested in kidney transplantation.
A rapid review of qualitative studies on LDKT educational needs was conducted. A literature search was undertaken across MEDLINE, Embase, and CINAHL databases from 2013 to 2023. Cochrane Rapid Reviews Methods Group guidance was utilized.
Of 1,802 references, 27 qualitative studies were eligible for inclusion. Qualitative data was analyzed from 803 transplant candidates/recipients, 512 living donors, 104 healthcare providers, and 102 family/friends. Three main themes were identified, including Extensive LDKT Education Throughout Treatment; Shared Learning, Social Support, and Family Dynamics in LDKT; and Diversity and Inclusivity for Minorities.
Improvements and innovations are needed regarding LDKT education for kidney transplant candidates, donors, and support networks.
活体供肾肾移植（LDKT）是一项复杂的医疗程序，需要对供体和移植受者进行广泛的教育。随着医疗保健技术的进步，视频教育资源的使用越来越广泛。本研究旨在综合从肾移植受者、供体和医疗保健人员的角度，关于LDKT教育经历、偏好和需求的现有定性证据，为对肾移植感兴趣的受者和潜在供体确定LDKT教育的基本考虑因素。
对关于LDKT教育需求的定性研究进行了快速回顾。在2013年至2023年期间，对MEDLINE、Embase和CINAHL数据库进行了文献检索。采用了Cochrane快速回顾方法组的指导意见。
在1802篇参考文献中，有27项定性研究符合纳入标准。对803名移植受者/受者、512名活体供体、104名医疗保健提供者和102名家人/朋友的定性数据进行了分析。确定了三个主要主题，包括在整个治疗过程中进行广泛的LDKT教育；LDKT中的共同学习、社会支持和家庭动态；以及少数群体的多样性和包容性。
需要在肾移植受者、供体和支持网络的LDKT教育方面进行改进和创新。
