Long-Term Knowledge Retention following Predialysis Psychoeducational Intervention

Nephron - Tập 86 Số 2 - Trang 129-134 - 2000
Gerald M. Devins1, David J. Hollomby2, Paul E. Barré3, Henry Mandin4, Kenneth J. Taub4, Leendert C. Paul5, Ronald D. Guttmann3, Yitzchak M. Binik6
1Culture, Community, and Health Studies, Centre for Addiction and Mental Health (Clarke Division), University of Toronto and University Health Network, Toronto, Ont.,
2Faculty of Medicine, University of Western Ontario and London Health Sciences Centre, London, Ont.,
3Faculty of Medicine and
4Faculty of Medicine, University of Calgary and Calgary Regional Health Authority, Calgary, Alta., Canada
5Department of Nephrology, Leiden University Medical Center, Leiden, The Netherlands
6Department of Psychology, McGill University and Royal Victoria Hospital, Montreal, Que., and

Tóm tắt

<i>Background/Aims:</i> Early identification and predialysis psychoeducation are gaining acceptance. Although research supports the immediate value of predialysis interventions, long-term benefits remain unknown. We examined long-term knowledge retention following a psychoeducational intervention. <i>Methods:</i> 47 progressive renal failure patients completed the Kidney Disease Questionnaire at baseline and 18, 30, 42, and 54 months after initiating renal replacement therapy (RRT; the ‘longitudinal’ sample). A larger cohort provided data at one or more of these points (n = 132, 117, 101, and 70 at 18, 30, 42, and 54 months, respectively; the ‘cross-sectional’ sample). <i>Results:</i> Initial knowledge gains among psychoeducation recipients were followed by a significant knowledge advantage for three groups throughout follow-up. Patients who received predialysis psychoeducation either before or after starting dialysis demonstrated superior Kidney Disease Questionnaire scores as compared with those identified before the initiation of RRT who received the usual standard of practice. Patients identified after the initiation of RRT and who received standard education, however, demonstrated the same level of knowledge retention as produced by psychoeducation. The results were identical across the longitudinal and cross-sectional samples. <i>Conclusions:</i> Patient education produces important benefits in end-stage renal disease, but the incremental value of early intervention remains to be demonstrated.

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Tài liệu tham khảo

10.1056/NEJM199403313301301

10.1037//0278-6133.9.1.103

10.1037//0278-6133.6.5.373

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Nephron

Tập 86 Số 2

129-134

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