Patient Population Interviews Analysis
The completed patient interview presented a number of insights regarding the challenges and opportunities dialysis patients encounter. Some of the common themes evident in the individual’s answers include education material access, presence of willing caregivers, and committed family members. Technology in the management of kidney disease stands out as a unique pattern for most of the people suffering from the condition (Pilcher, 2016). Coordinated efforts in condition management, continued education, and multidisciplinary teams were observable from the completed exercise. Based on these themes, it is evident that additional practices are recommendable to help and empower more dialysis patients and make it possible for them to record positive health outcomes.
The identified respondent exposed a number of learning barriers that medical practitioners need to examine from an informed perspective. First, the patient revealed that the available medical technologies and education delivery materials were not adequately personalized. Such a challenge was directly linked to poor health literacy regarding the use of informatics (Nair & Cavanaugh, 2020). This exposition indicates that most of the patients with kidney failure encountered similar predicaments. Second, the absence or unwillingness of some of the family members to help in the management of the terminal condition affected most of the overall learning process. Third, the selected patient lived in a community that lacked additional resources to improve the process and make it possible to record positive results. Fourth, some of the affected individuals faced economic or financial constraints that contributed to poor adherence and compliance to some of the evidence-based procedures.
The interviewee presented various challenges associated with the available educational material that members of the specific patient population encountered in the community. For instance, the provision of the content through different digital platforms and absence of adequate educators made the information unavailable to some of them. The material was not personalized in such a way that it would meet the demands of persons with diverse backgrounds and educational abilities. The absence of proper training procedures to allow disabled users to adopt audiovisuals and other systems affected the material’s appropriateness (Pilcher, 2016). Most of these challenges discovered during the interview process could disorient the experiences and overall health outcomes of many people suffering from kidney disease. They would be unable to comply with their prescribed drugs, manage their phosphorous levels, and take the issue of diet seriously. The relevant institutions should, therefore, consider proper mechanisms to improve the learning material by reducing some of the notable gaps or challenges.
Most of the patients appeared to have an acceptable background or understanding of the disease process. The specific respondent was keen to shed more light regarding the issues surrounding kidney disease, such as the need for dialysis, continued uptake of water or fluids, proper diet, and use of medication. The patient was aware of the condition, its progression, and the complications arising from it. This kind of understanding is essential since it allows individuals to seek relevant medical support, be part of the disease management process, and find immediate support whenever challenges emerge. Medical practitioners need to focus on the available material and ensure that it has the potential to expand every patient’s understanding (Prüfe et al., 2022). A coordinated effort could help mitigate some of the identified concerns and empower more patients to record positive health outcomes.
Interprofessional Collaborative Care Team Members Interview Analysis
The selected interviewee was a nurse working in an interprofessional collaborative care team. The professional involved in disease management presented a number of issues relating to kidney failure. The top priorities for patient education included empowering patients to be aware of the progression of the disease, identifying available education materials, and describing desirable lifecycle changes for effective healthcare outcomes. The caregiver guided beneficiaries to attend clinical sessions to help reduce some of the complications associated with kidney disease. From the interview, it was notable that some of the professionals would go a step further to translate the available content and ensure that it was available in the patient’s dialect (Nair & Cavanaugh, 2020). The workers viewed such materials as appropriate and capable of helping more individuals to manage kidney disease through proper medication, dieting, and dialysis. Such medical practitioners were willing to provide additional education to their respective patients. These efforts were consistent with the standard patient education material (Boynton & Greenhalgh, 2004). The consideration of emerging technologies was essential to meet more people’s medical needs.
The nurse indicated that the developed patient education material had been presented effectively. The organization focused on existing cultural gaps and differences that affected patients’ access and readability. The involved medical professionals offered additional insights to guide beneficiaries to apply the content in a personalized manner. Based on this observation, it would be agreeable that the material is appropriate to the recorded cultural diversity in the population. These aspects explain why the presented document remains reliable towards helping more kidney disease individuals to lead high-quality lives (Ab Hamid et al., 2021). Some useful information and education were currently lacking or unavailable to members of the selected population. First, the individuals lacked proper mechanisms for consulting online-based and community resources. These gaps existed due to the nature of patients’ financial and economic constraints and absence of proper guidelines. Second, the inability to have adequate centers to help people with dialysis continued to affect the health outcomes of most of the patients.
From the interview, it emerged that communication problems among the involved team members affected disease management procedures. For instance, some of the individuals could decide to pursue areas that revolved around their areas of expertise only. For example, a dietician could compel the team to focus mostly on food materials while ignoring the importance of proper medication. These gaps have the potential to affect the patient’s health experiences or outcomes (Nair & Cavanaugh, 2020). To improve communication, additional training mechanisms are essential since they can guide team members to become more involved. Organizations can go further to promote the use of online resources and strategies to improve the manner in which they share ideas and contribute to the wellbeing of most of the patients.
Several differences emerged during the process that could affect the overall wellbeing of most of the patients. Specifically, some of the specialists focused mainly on their areas of expertise. For example, the case manager was keen on the patient’s overall needs that could help inform the best care delivery practices. On the other hand, the dietitian wanted the team members to spend more time on the food intake of the targeted beneficiary (Ab Hamid et al., 2021). Communication gaps occurred that could disorient the overall effectiveness of the team. These differences are helpful towards informing better strategies for guiding patients to use educational materials more efficiently and in a beneficial manner. Such mechanisms will empower more patients with kidney disease.
Gap Analysis for Educational Best Practices
Members of the involved interprofessional team need to consider a number of gaps that worsen the situation for most of the patients. From the analysis, it occurred that the identified beneficiaries were not fully aware of the best strategies for managing phosphorous levels. This challenge was as a result of the constraints or gaps in the current learning material (Prüfe et al., 2022). The first one was the absence of additional information in the resource to guide and encourage more individuals to embrace the use of phosphorus bidders and other useful drugs (Pilcher, 2016). This issue affected the overall health experiences of most of the affected patients. The second one was that most of the involved members of the team were not willing some of the recorded challenges that affected the learning process.
The absence of proper educational practices makes it impossible for members of the population to engage in personalized kidney disease management activities. The existing barriers present a strong case for introducing additional evidence-based strategies and educational approaches to empower most of the patients. For instance, some of the interprofessional teams do not consider the importance of including members who are experienced in the management of phosphorus levels. The professionals lack timely resources for engaging in lifelong learning and acquiring additional incentives for empowering their respective patients (Ab Hamid et al., 2021). The reduced inclusion of family members and relatives make it impossible for the beneficiaries to manage their conditions more efficiently by taking the issue of exercises seriously. Fortunately, these scenarios explain why the involved stakeholders can implement better practices to mitigate the gaps in knowledge and improve the situation for most of the patients.
The available patient education results in knowledge gap due to a number of reasons. First, it fails to offer sufficient insights regarding the correct management of phosphorus levels as an evidence-based practice for kidney disease management. Second, the material lacks proper guidelines and interpretations, audiovisuals, and supportive content for encouraging more professionals and patients to take the issue of phosphorus management seriously. Third, the absence of proper mechanisms to upgrade and revise the practicability of the education material is a major reason why the current knowledge gap exists (Umeukeje et al., 2018). Through the implementation of evidence-based educational practices outlined in this analysis, chances are high that more patients and professionals would find the material more resourceful. Such measures will eventually allow more patients to manage their conditions more efficiently and eventually lead high-quality lives.
References
Ab Hamid, M. R., Mohd Isamudin, M., Buhari, S. S., & Khairul Ikram, E. H. (2021). Quality, understandability and actionability of online patient education material about hypertension. Nutrition & Food Science, 51(4), 621-632. Web.
Boynton, P. M., & Greenhalgh, T. (2004). Hands-on guide to questionnaire research: Selecting, designing, and developing your questionnaire. British Medical Journal, 328(7451), 1312–1315. Web.
Nair, D., & Cavanaugh, K. L. (2020). Measuring patient activation as part of kidney disease policy: Are we there yet?Journal of American Society of Nephrology, 31(7), 1435-1443. Web.
Pilcher, J. (2016). Learning needs assessment: Not only for continuing education. Journal for Nurses in Professional Development, 32(4), 185-191. Web.
Prüfe, J., Pape, L., & Kreuzer, M. (2022). Barriers to the successful health care transition of patients with kidney disease: A mixed-methods study on the perspectives of adult nephrologists. Children, 9(6), 803-812. Web.
Umeukeje, E. M., Mixon, A. S., & Cavanaugh, K. L. (2018). Phosphate-control adherence in hemodialysis patients: Current perspectives. Patient Preference and Adherence, 4(12), 1175-1191. Web.