Introduction
The education intervention is designed to improve patient outcomes by increasing understanding and compliance with phosphorus binders and physical activity. The intervention will be evaluated using the Kirkpatrick Framework for Evaluation, which includes four levels: reaction, learning, behavior, and results (Martins et al., 2019).
At the reaction level, the evaluation will focus on whether dialysis patients understand the material and find it helpful. The learning level will focus on whether patients have acquired the knowledge and skills to manage their condition. The behavior level will focus on whether patients are using the knowledge and skills they have learned. Finally, the results will focus on whether there has been an improvement in patient outcomes.
Experience
The intervention outcomes were positive, with patients demonstrating an understanding of how to use phosphorus binders and the importance of physical activity. The patients could apply what they had learned to their own lives, showing that the educational material was understandable and valuable (Dineen-Griffin et al., 2019). These results suggest that the educational intervention successfully informed patients about kidney disease management and helped them make positive life changes.
Learning Outcome
It is anticipated that all patients understand how to use a phosphorus binder to manage their levels, as evidenced by their ability to correctly teach the material to the educator. The measurement tool for this objective is the teach-back method, which will assess whether patients can correctly explain the information taught to them. Moreover, by understanding the material, patients can adopt healthier lifestyles and make better choices for their overall health and well-being (Dineen-Griffin et al., 2019). Patients can make more informed decisions about their care and treatment by being informed of the evidence-based management practices for kidney disease.
Process
It is expected that dialysis patients will understand the importance of phosphorus binders and physical activity and will change their behavior accordingly. It is anticipated that the patients will be able to apply the knowledge they learn from the educational material to manage their kidney disease in the long term. However, some patients may not make these changes; the goal of the education intervention is to provide them with the necessary information and understanding to make these changes. Thus, some patients may be more likely to modify their behavior in response to the education intervention than others.
Organizational Outcome
The intervention successfully met its objectives of informing dialysis patients about managing their phosphorus levels and the importance of physical activity. The material was understandable, and patients could appreciate the importance of the information. The intervention aligned with the organization’s mission by enhancing the patient’s quality of life (Martins et al., 2019). The educational intervention did not specifically address the economic value for the organization. Still, it did create clinical value for patients. Overall, the outcome of the intervention aligned with the organization’s vision.
Education on Phosphorus Management
Fresenius Dialysis is a network of outpatient dialysis centers that provides care for patients with end-stage renal disease and offers products and services for individuals with other chronic kidney conditions. Fresenius Dialysis is a subsidiary of Fresenius Medical Care, the world’s largest provider of dialysis products and services. The company’s goal is to help patients lead healthier lives by providing them with the necessary resources and support to manage their kidney disease effectively.
Fresenius Dialysis offers a variety of educational resources for patients and their families. The company’s website provides information about kidney disease, treatment options, and nutrition (Martins et al., 2019). Fresenius Dialysis offers free educational materials, including a patient handbook, an informational DVD, and an online course.
Background Information
- Reason for the project. Fresenius Dialysis is interested in improving the outcomes of its phosphorus management interventions by educating its patient providers on the importance of phosphorus management and the best practices for managing phosphorus levels in patients.
- Patient population. There is a great diversity among patient providers responsible for phosphorus management in hemodialysis. This diversity among providers is a strength, as it allows for a more culturally competent care team that can better meet the needs of a diverse patient population.
- The problem that will be targeted. Undoubtedly, there are various challenges affecting patients. Notably, these patients find it difficult to manage their condition during the recovery process from the disease. Thus, creating the need for an intervention to develop an effective resolution that guarantees the best patient care.
Objective
This project aims to evaluate the outcomes of an educational intervention on phosphorus management for patient providers at Fresenius Dialysis (Martins et al., 2019). The research team will collect data on patient outcomes, provider knowledge, and provider attitudes before and after the intervention to evaluate the impact of the intervention.
Patient Interview Analysis
Impacts of Health Literacy
Patients’ health literacy has a significant impact on their ability to manage their health and make wise choices. When patients have poor health literacy, they are less likely to comprehend health details and choose appropriate care, which can lead to poorer health outcomes and higher healthcare costs (Martins et al., 2019). Health literacy is essential for healthcare organizations to consider when designing educational materials and campaigns. Patients with higher levels of health literacy are more likely to be engaged in their health, which can lead to better health outcomes and lower healthcare costs.
Social Determinants of Health
The social determinants of health are the conditions in which people are born, grow, live, work, and age. The global, national, and local distribution of money, power, and resources shapes these conditions. The social determinants of health are crucial, as they impact a person’s current and future health (Buljac et al., 2020). In addition, they influence health disparities, which are differences in health that are closely linked to socioeconomic or other factors.
These determinants include income, education, housing, transportation, and community safety. Addressing these determinants is fundamental to improving population health and reducing health disparities. It promotes the achievement of health equity, which is when everyone has a fair and just opportunity to be as healthy as possible.
Barriers Identified
The results of the interviews revealed several barriers to this type of education. The first barrier is a need for more understanding of the importance of phosphorus management. Many providers are unaware of the potential complications that can occur if patients do not manage their phosphorus levels (Forfang et al., 2022). This lack of understanding can lead to providers failing to educate their patients on this topic.
Secondly, numerous providers need more time and resources to educate their patients on this topic. This can lead to providers feeling overwhelmed and unable to provide the best possible care to their patients. These barriers can make it difficult for providers to effectively educate their patients on phosphorus management.
Methods
Teaching Plan
The intervention in this study consisted of a series of educational modules delivered to patient providers over a 12-week period. The modules covered topics such as the importance of phosphorus management, monitoring phosphorus levels, and adjusting phosphorus levels in hemodialysis patients (Somuah, 2018). The educational modules were delivered in various formats, including face-to-face lectures, small group discussions, and online learning. Each module was designed to provide patient providers with the knowledge and skills necessary to effectively manage phosphorus levels in hemodialysis patients (Buljac et al., 2020). The intervention was conducted over 12 weeks to allow patient providers ample time to learn and apply the material to their clinical practice.
A team of experts, including nephrologists, dietitians, and nurses, will deliver the educational modules. The intervention will be delivered to patient providers who work in hemodialysis units. The patient providers participating in the intervention will be allowed to practice what they have learned in the modules. Additionally, they will be provided with resources to help their patients manage their phosphorus levels. At the conclusion of the intervention, the study will evaluate the impact of the intervention on the patient’s quality of life.
Materials/Tools and Other Resources
To deliver these modules, several materials and resources are required. Firstly, the modules themselves must be created. This will involve developing educational content and creating or sourcing any necessary graphics or visual aids.
Secondly, a delivery method for the modules must be determined. This could involve face-to-face delivery, delivery via a web-based platform, or some other method. Once the delivery method is determined, the necessary materials and resources must be gathered. For example, if the modules are to be delivered face-to-face, a meeting space and any necessary audio-visual equipment will be required.
In addition to the materials and resources required for the intervention, several other resources are necessary to conduct the research. This includes resources for data collection, such as surveys and interviews, as well as resources for data analysis. Overall, a wide range of materials and resources is required to carry out this research project. By carefully planning and selecting the most suitable materials and resources, the research team can ensure that the project is executed effectively and that the desired outcomes are achieved.
Evaluation
Approaches
There are several ways to evaluate the outcomes of this educational intervention. First, a pre-test and post-test could be administered to the patient providers to gauge their knowledge of phosphorus management before and after the intervention. Second, patient providers could be asked to keep a log of their phosphorus management practices over time, and the research team could review this log to assess changes (Somuah, 2018). Finally, patient providers could be interviewed about their experiences with phosphorus management and their perceptions of the education intervention. These are just a few examples of ways to evaluate the outcomes of this intervention; the specific methods used will depend on the evaluation’s goals and available resources.
Measures
Various approaches could be adopted to measure the success of an educational intervention. One way is to look at changes in knowledge or attitudes among the target population. For instance, in the case of the phosphorus management intervention, researchers could survey patient providers before and after the intervention to assess whether there was an increase in knowledge about phosphorus management among the target population (Martins et al., 2019). Another way to measure success is to look at changes in behavior among the target population. In the case of the phosphorus management intervention, researchers could examine whether patient providers changed their prescribing behaviors following the intervention.
Results
The research by Somuah (2018) demonstrated that the intervention was successful, significantly improving patient providers’ knowledge of phosphorus management in hemodialysis, as evidenced by better post-test scores. This intervention was also found to be effective at enhancing their practical skills. The results of this study suggest that the educational intervention effectively improved the knowledge and skills of patient providers on the management of phosphorus in hemodialysis patients. This is a significant finding, suggesting that education can effectively enhance the care of patients with chronic kidney disease, and there are several possible reasons for that (Somuah, 2018).
The intervention provided patient providers with new or updated information on phosphorus management. The new information may have been presented in a way that was easier to understand and remember than the information that the patient providers had on phosphorus management before the intervention. Another factor that influenced the success of the intervention is that the patient providers got the opportunity to practice their skills in phosphorus management. This practice may have helped the patient providers better understand how to manage phosphorus levels in hemodialysis patients and feel more confident in their ability to do so (Forfang et al., 2022).
Discussion
The patients appreciated having someone who could relate to their experience and explain the importance of phosphorus management in a way that was easy to understand. They found it helpful to have the information presented in various formats, including written materials, charts, and videos. However, some patients may require assistance in understanding the importance of phosphorus management and its necessity.
It is recommended that patient providers receive training on the most effective methods of educating patients on phosphorus management in hemodialysis to ensure positive outcomes, thereby helping patients understand the significance of phosphorus management and its necessity. Interprofessional collaboration plays several key roles in a project’s implementation, including developing the project plan, coordinating resources, and evaluating the project’s progress. With all of these elements working together, it would be easier to implement a project like this one successfully.
Conclusion
To improve the education material and the teaching encounter, it is essential to ensure that the material is clear and concise. The material should be geared towards the specific audience it is presenting to. In addition, the material should be engaging and interactive. The teaching encounter should be structured in a way conducive to learning, such as offering opportunities for questions and discussion.
References
Martins, T., Midão, L., Martínez Veiga, S., Dequech, L., Busse, G., Bertram, M., McDonald, A., Gilliland, G., Orte, C., Vives, M., & Costa, E. (2019). Intergenerational programs review: Study design and intervention characteristics, outcomes, and effectiveness. Journal of Intergenerational Relationships, 17(1), 93-109. Web.
Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human Resources for Health, 18(1), 1-42. Web.
Dineen-Griffin, S., Garcia-Cardenas, V., Williams, K., & Benrimoj, S. I. (2019). Helping patients help themselves: a systematic review of self-management support strategies in primary health care practice. PloS One, 14(8), 220-116. Web.
Forfang, D., Edwards, D. P., & Kalantar-Zadeh, K. (2022). The Impact of Phosphorus Management Today on Quality of Life: Patient Perspectives. Kidney Medicine, 4(4), 100437. Web.
Somuah, L. A. (2018). Educating primary care nurses on phosphorus management in chronic kidney disease patients. Doctoral dissertation, Walden University. Web.