NRS 493 Patient Education to Improve Patient Understanding

NRS 493 Patient Education to Improve Patient Understanding

NRS 493 Patient Education to Improve Patient Understanding

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.

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Community Education: To Prevent Chronic Kidney Disease and Retard Progression to End Stage Renal disease

Chronic kidney disease (CKD)is a disease is directly related to poor quality of life and a high mortality rate. Patients with CKD have education gaps on not only the management of the disease but also on the complications and how it can progress to end stage renal disease (ESRD) and the co-morbidities involved. This paper will discuss the educational problems and knowledge deficits within this community, the setting in which the education will be implemented, the effects of this knowledge deficit, the significance and implications to nursing practice and will provide a proposed solution to the educational needs of this population. (Schneider, M. P., & Hilgers, K. F. 2017)

 

Problem

In assessing self-management education needs with patients that have chronic kidney disease a discrepancy was noted, information that was available to this population and their specific knowledge needs indicated a variation in the education that was specific to this community. (Zimbudzi, Lo, & Kerr, 2019)

Setting

An interdisciplinary approach is indicated in the management and education of CKD. With the complex nature of this disease and the related ESRD it is imperative to have appropriate health care referrals, which in turn will need for the patient to be educated on the rational for each referral and the implications involving their disease. These educational needs will need to be addressed as the patient moves through the different clinical settings as each area will have their own unique process that the patient will need to understand and

acknowledge. (HealthyPeople.gov, 2019)

Description of Educational Needs. Studies have shown a deviation towards a patient-centered approach for educational needs in health care, providing a more holistic approach. This approach regulates that educational needs should be determined by what the patient sees as important. In going forward with what is relevant patient- centered education. It will be imperative for nurses to provide the CKD patients with education and support needed to comprehend the complexities of this disease and the potential of ESRD, and for them to make informed decisions pertaining to any treatments needed. (Cassidy, B., 2018)

Effects of Knowledge Deficits. As discussed, CKD and progression to ESRD is a common and growing concern, in the U.S. alone greater than 10% of adults have some indication of CKD. Symptoms of this disease typically do not manifest in the early stages but can lead to serious complications if not recognized and treated. Despite the adverse consequences of this disease, most patients remain unaware of the effects until it leads to ESRD. Nurses must be aware of knowledge deficits in this population as the understanding of CKD is low and the need to assess these deficits is important to provide the appropriate patient-centered education. (Plantinga, L. C., Tuot, D. S., & Powe, N. R. 2010)

Significance and Implications to Nursing Practice. Educating patients on CKD and the progression to ESRD is associated with quality of care and improved patient outcomes. Lack of time and clinical confidence can deter educational efforts, however by utilizing evidence-based practice in educating patients in self-management, shared decision making can be valuable in nursing practice, and may provide new approaches in the education of patients with CKD. (Narva, A. S., Norton, J. M., & Boulware, L. E. 2016) NRS 493 Patient Education to Improve Patient Understanding

Proposed Solution. Educational goals for patients with CKD can vary, as education is the process of providing information that will increase a knowledge deficit on provided subjects.

Evidence suggests that treatment modality education or options education, has positive impacts as it can be informal, talking to the patient during a treatment, or formal, such as written materials or videos. It can also take place in groups or on one to one. This type of education provides patients with treatment options, and according to the United States Renal Data System (USRDS) it is recommended that all ESRD patients are educated on all treatment options. (Russell, J. S. C., & Boulware, L. E. n.d.)

The solution I propose to educate on preventing CKD and to retard ESRD is the treatment modality option. This process will look at patient factors such as self-management individualization and the patient’s self-determination. Educational factors such as how to tailor the specific education, the time and preparation to provide education, utilizing EPB to provide appropriate resources, and to assess the support systems such as interdisciplinary teams, patient’s provider, and their family and friends. Using this method of educating is influenced primarily by the patients’ health literacy level, and their acceptance of the information, their support system is important in helping them to understand the treatment modality education. This proposal will impact nursing practice by ensuring the patient understands not only what causes CKD but what can be done to prevent it and to stop the progression of ESRD. (Cassidy, B., 2018).

References

Cassidy, B. (2018, November 2). Barriers to education and Shared Decision Making in the

Chronic Kidney Disease Population: A Narrative Review. Canadian Journal of Kidney Health

and Disease. doi: 10.1177/2054358118803322

Cassidy, B. P. (2018). Educational Support Around Dialysis Modality Decision Making in

Patients with Chronic Kidney Disease: Qualitative Study.

Canadian journal of kidney health and disease, 5, 2054358118803323.

https://doi.org/10.1177/2054358118803323

HealthyPeople.gov. (2019). Retrieved from cronic kidney disease:

https://www.healthypeople.gov/2020/topics-objectives/topic/chronic-kidney-disease

Plantinga, L. C., Tuot, D. S., & Powe, N. R. (2010). Awareness of chronic kidney disease among patients and providers. Advances in chronic kidney disease, 17(3), 225–236. https://doi.org/10.1053/j.ackd.2010.03.002

Narva, A. S., Norton, J. M., & Boulware, L. E. (2016). Educating Patients about CKD: The Path to Self

Management and Patient-Centered Care. Clinical journal of the American Society of Nephrology:

CJASN, 11(4), 694–703. https://doi.org/10.2215/CJN.07680715

Russell, J. S. C., & Boulware, L. E. (n.d.). End-stage renal disease treatment options education:

What matters most to patients and families. SEMINARS IN DIALYSIS, 31(2), 122128. https://doi

org.lopes.idm.oclc.org/10.1111/sdi.12665

Schneider, M. P., & Hilgers, K. F. (2017). How to Retard Progression of Chronic Kidney

Disease. (1946), 142(17), 1282–1289. https://doi.org/10.1055/s-0042-115782

NRS 493 Patient Education to Improve Patient Understanding