 Abstract | | |
Nine nurses were interviewed to determine nurses' experiences of teaching patients to use continuous ambulatory peritoneal dialysis (CAPD). The material was analyzed using content analysis. Data were sorted into four themes and ten subthemes. The themes were presented as follows: Importance of language, individualized teaching, teaching needs and structure of care in teaching. The findings highlighted important insights into how nurses experience teaching patients to perform CAPD. The study revealed some barriers for the nurses during teaching. The major barrier was shortage of Arabic speaking nursing staff. Incidental findings involved two factors that played an important role in teaching, retraining and a special team to perform pre-assessments, including home visits.
In conclusion, the findings of this study showed several factors that are considered as barriers for the nurses during teaching the CAPD patients and the need to improve the communication and teaching in the peritoneal dialysis units, including the importance of individualized teaching.
How to cite this article:
Shubayra A. Continuous ambulatory peritoneal dialysis: Nurses' experiences of teaching patients. Saudi J Kidney Dis Transpl 2015;26:309-13 |
How to cite this URL:
Shubayra A. Continuous ambulatory peritoneal dialysis: Nurses' experiences of teaching patients. Saudi J Kidney Dis Transpl [serial online] 2015 [cited 2022 Dec 9];26:309-13. Available from: https://www.sjkdt.org/text.asp?2015/26/2/309/152491 |
| Introduction | |  |
A peritoneal dialysis (PD) team includes nephrologists, renal nurses, social workers, dietitians, physiotherapist and occupational therapists. [1] Continuous ambulatory peritoneal dialysis (CAPD) nurses assist in an increase of patients' level of understanding of their disease, help patients accept their situation and induce patients to interact with other people as a process of development. [2] Moreover, they support individuals, families, communities and patients in all circumstances. [3],[4] Competent CAPD nurses must have knowledge and skills in teaching to improve the quality of care and enhance a patient's life quality. [5]
Health education provides optimal care based on evidence-based practice that directly affects in quality of care. [6].[7] Patient teaching and education are important components of the nursing process, which includes assessment, planning and diagnosis. [8] Health education should encourage patients to participate in their decision making and in accepting some degree of responsibility for their management. [9],[10] Moreover, health professionals should communicate the information to the patients in a way that will improve their health status [5],[11] and satisfaction about quality of care. [12],[13],[14],[15],[16] Any language barrier is going to slow communication and create misunderstandings, which make communication ineffective. [17]
The aim of this study was to describe nurses' experiences of teaching patients with CAPD.
| Methods | | |
The study was carried out using a descriptive qualitative method to evaluate knowledge of nurses' experiences of teaching CAPD patients. Semi-structured, face-to-face interviews consisting of open-ended questions were [18] used. The study was conducted in two of the main hospitals that receive cases from all over Saudi Arabia. These units are clinics for outpatients. Nine registered nurses (RNs) participated with average experiences in PD from 4 to 15 years. The participants were from different nationalities, and most of them did not speak Arabic. The demographic data of participants are shown in [Table 1]. The data were collected from August to September 2012. The participants were selected by the head of the PD units to meet the criteria of the study. The participants received information regarding the questions of this study research and were informed that the interviews would be recorded. The average time of the interviews was between 20-60 min. Ten open-ended questions were asked to encourage the participants to talk freely about the topic and tell their stories in their own words (Appendix 1). The author also used follow-up questions to clarify what the participant meant. The author decided to analyze the manifest data and interpret the meaning unit. [19]
A pilot study with two nurses was conducted before starting data collection. The purpose of the pilot study was to test the interview guide. It was held in the English language and the ten questions that were used during the interviews were understood by the participants; also, the author did not change the questions after that. The pilot study was included in the study. [20]
| Data Analysis | | |
Data were sorted into themes and subthemes, (1) the text was read several times, (2) the text was divided into the meaning units based on the aim of the study, (3) similarities and differences were highlighted, (4) all interviews were divided into meaning units that were condensed descriptions close to the text and (5) the underlying meaning was interpreted, and (6) subthemes and (7) themes were used [Table 2].
The participants were anonymous and the author coded their experiences using the abbreviation of the PD nurse PDN with numbers instead of names. [21]
| Results | | |
In line with the aim of this study, to describe the nurses' experiences of teaching patients on CAPD, the interview data were sorted into four main themes and ten subthemes. Because of the large amount of data arising from the study, only the main themes and selections of subthemes were presented. Illustration of themes and subthemes are shown in [Table 3].
| Discussion | | |
The findings of this study may be valid for the [Table 3]. Illustration of themes and subthemes. PD units in Saudi Arabia, to discover the barriers that nurses face during teaching patients. The findings of this study can help patients receive adequate communication in teaching. Moreover, this study may encourage the director of these units to establish a root solution for these problems, which may enhance the PD nurses to deal with patients in a proper manner that thus could encourage the quality of life for patients. From the results of this study, the author suggests improving communication and teaching in the PD units. Arabic courses must be mandatory before expatriate nurses can initiate the work with Arabic-speaking patients, or to provide language interpreters or increase Arabic-speaking nurses. For further studies, the author recommends there be further studies about the barriers in teaching the patients and complications from the patients' perception.
| Acknowledgment | | |
The author is appreciative of her advisor, Lise Lotte Franklin Larsson, for her advice, supervision and constant encouragement throughout this study. She is also grateful to Maria Kumlin, whose comments regarding her project thesis and midterm assessment substantially improved the results section. A special thanks is due to Josefin Norberg for her help and supervision of the English language, which was invaluable.
Conflict of interest: None declared.
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Correspondence Address:
Amnah Shubayra
Nursing Staff Development Department, King Saud Medical City, Riyadh
Saudi Arabia
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1319-2442.152491
[Table 1], [Table 2], [Table 3] |
