Title

Teaching-learning partnership between nurses and long-term renal dialysis patients undergoing peritoneal dialysis: a qualitative study.

Document Type

Article

Publication Date

7-11-2019

Institution/Department

Nursing

Journal Title

Journal of renal care.

Abstract

BACKGROUND: People with end-stage kidney disease (ESKD) receiving peritoneal dialysis (PD) have been found to alter their adherence to the renal therapeutic regimen following their initial teaching by PD nurses. Since alterations of adherence have been associated with poor health outcomes, this study focuses on persons receiving PD who rely on support and re-education from their nurses.

OBJECTIVES: To explore the teaching-learning partnership between people receiving PD and PD nurses, and to compare and contrast shared perspectives.

DESIGN: The study consisted of individual semi-structured interviews of four people receiving PD and three PD nurses, using qualitative content analysis.

FINDINGS: Four shared themes and nine sub-themes emerged: "motivation" was characterised by perceptions of "staying healthy to avoid peritonitis pain and to qualify for a transplant". One sub-theme emerged exclusively in the interviewed people receiving PD: "motivation" to initiate PD through "finding meaning in life and situation". The theme "acceptance" was comprised "of diagnosis and choosing to initiate PD" and the "modification and integration into daily life". The presence of "support" arose from "personal support from family and friends", "professional care and understanding of the individual" and "professional customised and re-iterative education". The evolving "partnership" was comprised of "exposure", "personal rapport", and the "necessity of working together" in order to maintain positive health outcomes.

CONCLUSION: The partnership between the PD nurse and people receiving PD for ESKD is crucial for successful health outcomes. Each partnership is unique and evolves over time. A successful partnership requires nurses to modify the educational content and teaching style to best meet the needs of people receiving PD and, most importantly, allow them to feel cared for and supported.

ISSN

1755-6686

First Page

159

Last Page

170

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