TY - JOUR
T1 - Educating Prospective Kidney Transplant Recipients and Living Donors about Living Donation
T2 - Practical and Theoretical Recommendations for Increasing Living Donation Rates
AU - Waterman, Amy D.
AU - Robbins, Mark L.
AU - Peipert, John D.
N1 - Funding Information:
We acknowledge the sponsors and participants of the American Society of Transplant’s Consensus Conference on Best Practices on Live Kidney Donation who are responsible for the framework of educational recommendations considered in this paper. This research was supported by the National Institute of Diabetes and Digestive and Kidney Diseases (DK088711-01A) and the UCLA Clinical and Translational Science Institute grant (UL1TR000124).
Funding Information:
We acknowledge the sponsors and participants of the American Society of Transplant?s Consensus Conference on Best Practices on Live Kidney Donation who are responsible for the framework of educational recommendations considered in this paper. This research was supported by the National Institute of Diabetes and Digestive and Kidney Diseases (DK088711-01A) and the UCLA Clinical and Translational Science Institute grant (UL1TR000124).
Publisher Copyright:
© 2016, Springer International Publishing AG.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - A promising strategy for increasing living donor kidney transplant (LDKT) rates is improving education about living donation for both prospective kidney transplant recipients and living donors to help overcome the proven knowledge, psychological, and socioeconomic barriers to LDKT. A recent Consensus Conference on Best Practices in Live Kidney Donation recommended that comprehensive LDKT education be made available to patients at all stages of chronic kidney disease (CKD). However, in considering how to implement this recommendation across different healthcare learning environments, the current lack of available guidance regarding how to design, deliver, and measure the efficacy of LDKT education programs is notable. In the current article, we provide an overview of how one behavior change theory, the Transtheoretical Model of Behavior Change, can guide the delivery of LDKT education for patients at various stages of CKD and readiness for LDKT. We also discuss the importance of creating educational programs for both potential kidney transplant recipients and living donors, and identify key priorities for educational research to reduce racial disparities in LDKT and increase LDKT rates.
AB - A promising strategy for increasing living donor kidney transplant (LDKT) rates is improving education about living donation for both prospective kidney transplant recipients and living donors to help overcome the proven knowledge, psychological, and socioeconomic barriers to LDKT. A recent Consensus Conference on Best Practices in Live Kidney Donation recommended that comprehensive LDKT education be made available to patients at all stages of chronic kidney disease (CKD). However, in considering how to implement this recommendation across different healthcare learning environments, the current lack of available guidance regarding how to design, deliver, and measure the efficacy of LDKT education programs is notable. In the current article, we provide an overview of how one behavior change theory, the Transtheoretical Model of Behavior Change, can guide the delivery of LDKT education for patients at various stages of CKD and readiness for LDKT. We also discuss the importance of creating educational programs for both potential kidney transplant recipients and living donors, and identify key priorities for educational research to reduce racial disparities in LDKT and increase LDKT rates.
KW - Best practices
KW - Living donor transplant
KW - Patient education
KW - Racial disparities
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U2 - 10.1007/s40472-016-0090-0
DO - 10.1007/s40472-016-0090-0
M3 - Article
AN - SCOPUS:85024910830
VL - 3
SP - 1
EP - 9
JO - Current Transplantation Reports
JF - Current Transplantation Reports
SN - 2196-3029
IS - 1
ER -