Exploring Hemodialysis Nurses’ Perceptions on Kidney Replacement Therapy Modality Education: A Framework Analysis

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Many people with end-stage kidney disease (ESKD) start and remain on in-centre hemodialysis (ICHD) treatment despite evidence of improved health and system outcomes when they choose a kidney replacement therapy (KRT) modality optimal to their lifestyle such as home dialysis. To make an informed modality decision patients must receive frequent, high quality modality education. This education is inconsistent in the ICHD setting where patients spend the most time with nurses while receiving hemodialysis treatments. The aim of this study was to examine ICHD nurses’ perceptions around KRT modality education for patients receiving ICHD using the COM-B model of behaviour change. To achieve this aim, I utilized the framework analysis (FA) method applying the COM-B model as a theoretical framework to analyze the data. The results demonstrated that ICHD nurses reported some impediments to providing modality education such as knowledge deficits, lack of experience or exposure to other dialysis modalities and lack of resources to support modality education practices. ICHD nurses reported some factors that enhanced modality education, including strong nurse-patient therapeutic relationships and previous experience in other dialysis modalities. I proposed some practice and educational recommendations geared toward targeted education of ICHD nurses, providing structure and appropriate resources to support KRT modality education practice in this setting. Keywords: Modality education, in-center hemodialysis, nurses, kidney replacement therapy
Kidney replacement therapy, Modality education, In-center hemodialysis, Nurses
Jaibeeh Barah, E. E. (2024). Exploring hemodialysis nurses’ perceptions on kidney replacement therapy modality education: a framework analysis (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.