BMC nephrology · 2025
Informing transplant candidate and donor education in living kidney donation: mapping educational needs through a rapid review.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
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Truhan Tayler E, McMahon James, Courtney Aisling E, Gill Paul, Mansell Holly, Noble Helen, Reid Joanne, Rosaasen Nicola, Wood Alison, McKeaveney Clare
Аннотация
OBJECTIVES: Living donor kidney transplantation (LDKT) is a complex medical procedure requiring extensive education for both donors and transplant candidates. With technological advances in healthcare, video educational resources are becoming more widely used. This study aimed to synthesize the existing qualitative evidence on LDKT educational experiences, preferences, and needs from the perspectives of kidney transplant candidates and recipients, donors, and HCPs, to establish the essential LDKT education considerations for candidates and potential donors interested in kidney transplantation.
METHODS: A rapid review of qualitative studies on LDKT educational needs was conducted. A literature search was undertaken across MEDLINE, Embase, and CINAHL databases from 2013 to 2023. Cochrane Rapid Reviews Methods Group guidance was utilized.
RESULTS: Of 1,802 references, 27 qualitative studies were eligible for inclusion. Qualitative data was analyzed from 803 transplant candidates/recipients, 512 living donors, 104 healthcare providers, and 102 family/friends. Three main themes were identified, including Extensive LDKT Education Throughout Treatment; Shared Learning, Social Support, and Family Dynamics in LDKT; and Diversity and Inclusivity for Minorities.
CONCLUSIONS: Improvements and innovations are needed regarding LDKT education for kidney transplant candidates, donors, and support networks.
METHODS: A rapid review of qualitative studies on LDKT educational needs was conducted. A literature search was undertaken across MEDLINE, Embase, and CINAHL databases from 2013 to 2023. Cochrane Rapid Reviews Methods Group guidance was utilized.
RESULTS: Of 1,802 references, 27 qualitative studies were eligible for inclusion. Qualitative data was analyzed from 803 transplant candidates/recipients, 512 living donors, 104 healthcare providers, and 102 family/friends. Three main themes were identified, including Extensive LDKT Education Throughout Treatment; Shared Learning, Social Support, and Family Dynamics in LDKT; and Diversity and Inclusivity for Minorities.
CONCLUSIONS: Improvements and innovations are needed regarding LDKT education for kidney transplant candidates, donors, and support networks.