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“House Calls” or
Home-Based Education Program, (Rodrigue et al, 2007 &
2014)
10,39
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HB intervention in which trained health educators
perform 60 to 90-minute LDKT education session with family
and members of the candidate’s social network. Sessions may be held in an alternative setting
(e.g., another residence, local library) if the patient is
uncomfortable hosting the session or if a larger setting is
needed to accommodate more guests. Goals are to (a) increase transplantation and
living donation knowledge and awareness among members of the
patient's social network who are unable or unlikely
to attend clinic-based educational sessions, and (b)
jump-start the discussion about LDKT and living
donation. For most members of the patient’s social
network, HB education may be their first opportunity to
learn about LDKT, and to have their questions answered by a
transplant health educator. More knowledge among social
network members may facilitate discussions about LDKT and
reduce patients’ hesitancy to discuss the topic with
others. HB education for black patients included at least 1
minority educator and incorporation of race-specific
transplant statistics into discussion, and written brochures
highlighted minority recipients and their donors. In the first (~1 hour) session, the
candidate’s social network is diagrammed in order to
facilitate understanding of the candidate’s social
system, and to guide the candidate in formulating a list of
invitees to the second session.11 In the second (~2.5 hour) session, which
includes the transplant candidate’s social network,
the educators provide information on kidney disease,
dialysis, LDKT, and living donation; stimulate open
communication between the patient and family members; and
seek to develop consensus on the patient’s goals and
how the goals could be achieved with engagement and support
of the social network.
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“Kidney Team at Home”
(Ismail et al, 2014; Massey et al, 2016)11,12
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In this adaptation of “House
Calls”, the HB intervention comprises 2 visits at
the transplant candidate’s home. The first visit (1
hour) focuses solely on the patient, while the second visit
(2 to 3 hours) includes the transplant candidates’
social network and explores the possibilities of LDKT.
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“Talking About Live Kidney
Donation” (TALK) and “TALK-Social Worker”
Intervention Programs (Boulware et al, 2013; DePasquale et al,
2012)13,14
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The 20-minute video includes ethnically diverse
patients and families describing their experiences
discussing and pursuing LDKT, and transplant professionals
describing factors for patients/families to consider. The booklet encourages patients not yet on dialysis
to talk to family and health care providers about LDKT, with
examples of model conversations and sources of additional
information. Patients may review the video and booklet on
their own or with a social worker. Patients are encouraged to share the materials with
members of their social network. In the first “TALK-Social Worker”
session, the social worker distributes the video and booklet
and helps the patient identify barriers to considering or
pursuing LDKT. The patient is asked to invite family/friends
to a second session. At the second session, the social worker helps
social network members to identify barriers to LDKT and
living donation and to describe prior discussions about
living donation. Problem-solving and motivational interviewing
techniques are employed at both sessions.
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“Living ACTS” (About
Choices in Transplantation and Sharing) (Arriola et al,
2014)15
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The program was based on a conceptual model that
emphasizes the need to address both
“surface” characteristics relevant to a
given cultural group (e.g., by including people, places and
language familiar to and preferred by the target audience)
and more deeply rooted elements that may influence behavior
(e.g., the influential roles that family discussion and
family impact play in many African-Americans’
decisions regarding healthcare). The video features African-American patients,
families and healthcare professionals and addresses the
impact of LDKT on families, how family decision making
around living donation may occur, and financial resources
for LDKT. The booklet provides additional information such as
web links and tips for starting conversations with family
members. The intervention was designed to address
inadequacies of existing educational efforts in addressing
unique concerns and issues in African American patients that
may serve as barriers to pursuit of LDKT.
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“Infórmate”
Culturally Targeted Website (Gordon et al, 2015 &
2016)
16,17
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Focus groups with Hispanic kidney transplant
candidates, living donors, dialysis patients, and members of
the general public supported content development. This culturally-targeted website is presented in
Spanish and English and was designed to extend the
Northwestern Memorial Hospital's Hispanic Kidney
Transplant Program, which is a unique clinical program
providing care to Hispanic transplant patients.
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“Written Educational Materials
followed by Structured Educational Session” (Barnieh et al,
2011)
18
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This session, which includes 3 to 5 other patients
and their invited family members, uses a problem-based
learning format and is facilitated by a transplant nurse
coordinator and nephrologist. In addition to providing didactic information about
the advantages and disadvantages of ESRD treatment options
and living kidney donation, patients and family members form
smaller groups to problem-solve common scenarios pertaining
to LDKT. For instance, this includes finding strategies to
overcome barriers to living donation and role playing how to
ask others about living donation. At the end of the session, there is a question and
answer session with a LDKT recipient and former living
kidney donor.
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