Bahmani Mohadese, Bijani Mostafa, Fereidouni Zhila, Dehghan Azizallah, Modreki Amene
Student Research Committee, Fasa University of Medical Sciences, Fasa, Iran.
Department of Medical Surgical Nursing, School of Nursing, Fasa University of Medical Sciences, Fasa, Iran.
BMC Nephrol. 2025 Jun 5;26(1):280. doi: 10.1186/s12882-025-04218-9.
Chronic kidney disease represents a critical healthcare challenge globally, with significant implications for the patient well-being. Emerging evidence suggests that innovative educational interventions may substantially improve patients' self-efficacy and life satisfaction. This study aimed to evaluate the effects of an interdisciplinary training program on self-efficacy, and life satisfaction among hemodialysis patients in southern Iran.
This is a randomized controlled trial research without blinding included 100 hemodialysis patients who met the inclusion criteria participants from July to October 2024. Those who agreed to participate were randomly allocated into two groups: an intervention group (n = 50) and a control group (n = 50). The educational content validity was developed collaboratively through coordinated meetings with an interdisciplinary team that included a nephrologist, a dietitian, a nurse, a social worker, a spiritual counselor, and a psychologist. Based on this framework, a five-session interdisciplinary educational program was designed for the intervention group. Each session lasted 30 to 45 min. Data collection utilized two validated instruments: Diener Life Satisfaction Scale and Sherer General Self-Efficacy Questionnaire. These were administered at three critical time points-baseline (pre-intervention), immediately post-intervention, and three months following the training. The Shapiro-Wilk test evaluated the normality of quantitative data. The independent-samples t-test (or Mann-Whitney test) were performed to compare the basic data of the two groups. The post-intervention data were compared between study groups using ANCOVA and in this test the baseline information was considered as covariate. Also, the researchers employed repeated measures analysis of variance to measure changes in the patients' self-efficacy, and life satisfaction mean scores over time and between the two groups, with a p-value < 0.05 considered statistically significant.
The sample comprised 66 male and 34 female participants, with a mean (SD) age of 54.4 (10.6) years in the intervention group and 55.0 (10.2) years in the control group. Initially, no statistically significant differences were detected among the groups across demographic characteristics. Following the interdisciplinary training program, the self-efficacy and life satisfaction differences in mean scores in the intervention group were significantly higher than the control group as measured immediately and three months after the intervention (p < 0.05).
This study provided compelling evidence for the transformative potential of interdisciplinary educational approaches to enhance the patient outcomes. The significant improvements in self-efficacy and life satisfaction suggest that targeted, holistic training programs can be a powerful tool in patient care strategies. In recognition of their potential to enhance psychological resilience and overall quality of life, healthcare administrators are strongly encouraged to consider the implementation of similar interdisciplinary educational interventions across diverse patient populations.
IRCT registration number: IRCT20190917044802N11.
慢性肾脏病是全球医疗保健面临的一项重大挑战，对患者的健康有着重大影响。新出现的证据表明，创新性的教育干预措施可能会显著提高患者的自我效能感和生活满意度。本研究旨在评估一项跨学科培训项目对伊朗南部血液透析患者自我效能感和生活满意度的影响。
这是一项非盲法随机对照试验研究，纳入了2024年7月至10月符合纳入标准的100名血液透析患者。同意参与的患者被随机分为两组：干预组（n = 50）和对照组（n = 50）。通过与包括肾病学家、营养师、护士、社会工作者、精神顾问和心理学家在内的跨学科团队协调会议，共同制定教育内容的有效性。基于此框架，为干预组设计了一个为期五节的跨学科教育项目。每节课程持续30至45分钟。数据收集使用了两种经过验证的工具：迪纳生活满意度量表和谢勒一般自我效能量表。这些工具在三个关键时间点进行施测——基线（干预前）、干预后立即以及培训后三个月。夏皮罗-威尔克检验评估定量数据的正态性。采用独立样本t检验（或曼-惠特尼检验）比较两组的基本数据。使用协方差分析比较研究组干预后的数据，在该检验中，将基线信息视为协变量。此外，研究人员采用重复测量方差分析来测量患者自我效能感和生活满意度平均得分随时间以及两组之间的变化，p值<0.05被认为具有统计学意义。
样本包括6起6名男性和34名女性参与者，干预组的平均（标准差）年龄为54.4（10.6）岁，对照组为55.0（10.2）岁。最初，两组在人口统计学特征方面未检测到统计学上的显著差异。在跨学科培训项目之后，干预组自我效能感和生活满意度平均得分的差异在干预后立即以及干预后三个月时显著高于对照组（p<0.05）。
本研究为跨学科教育方法改善患者结局的变革潜力提供了有力证据。自我效能感和生活满意度的显著提高表明，有针对性的整体培训项目可以成为患者护理策略中的有力工具。鉴于其增强心理复原力和总体生活质量的潜力，强烈鼓励医疗保健管理人员考虑在不同患者群体中实施类似的跨学科教育干预措施。
IRCT注册号：IRCT20190917044802N11 。
