TY - JOUR
T1 - Making house calls incre
AU - Rodrigue, James R.
AU - Paek, Matthew J.
AU - Egbuna, Ogo
AU - Waterman, Amy D.
AU - Schold, Jesse D.
AU - Pavlakis, Martha
AU - Mandelbrot, Didier A.
N1 - Publisher Copyright:
© 2014 by Lippincott Williams & Wilkins.
PY - 2014
Y1 - 2014
N2 - Background. Blacks receive live donor kidney transplant (LDKT) less often than patients of all other races. We evaluated the effectiveness of educational interventions in removing barriers to LDKT for blacks. Methods. Patients were randomized to three interventions in which health educator(s) delivered an intervention to (a) the patient and his/her guests in the patient's home (house calls [HC], n=54), (b) clusters of patients and their guests in the transplant center (group based [GB], n=49), and (c) the individual patient alone in the transplant center (individual counseling [IC], n=49). Results. At the 2-year endpoint, 15% (n=8), 8% (n=4), and 6% (n=3) of HC, GB, and IC patients, respectively, received LDKT (P=0.30). Patients in the HC group were more likely than patients in the GB and IC groups to have at least one donor inquiry (82% vs. 61% vs. 47%, P=0.001) and evaluation (65% vs. 39% vs. 27%, PG0.001). Patients in the HC group also were more likely to have higher knowledge, fewer concerns, and higher willingness to talk to others about donation 6 weeks after intervention. Conclusions. These findings underscore the importance of including the patient's social network in LDKTeducation and the potential of the HC intervention to reduce racial disparity in LDKT rates.
AB - Background. Blacks receive live donor kidney transplant (LDKT) less often than patients of all other races. We evaluated the effectiveness of educational interventions in removing barriers to LDKT for blacks. Methods. Patients were randomized to three interventions in which health educator(s) delivered an intervention to (a) the patient and his/her guests in the patient's home (house calls [HC], n=54), (b) clusters of patients and their guests in the transplant center (group based [GB], n=49), and (c) the individual patient alone in the transplant center (individual counseling [IC], n=49). Results. At the 2-year endpoint, 15% (n=8), 8% (n=4), and 6% (n=3) of HC, GB, and IC patients, respectively, received LDKT (P=0.30). Patients in the HC group were more likely than patients in the GB and IC groups to have at least one donor inquiry (82% vs. 61% vs. 47%, P=0.001) and evaluation (65% vs. 39% vs. 27%, PG0.001). Patients in the HC group also were more likely to have higher knowledge, fewer concerns, and higher willingness to talk to others about donation 6 weeks after intervention. Conclusions. These findings underscore the importance of including the patient's social network in LDKTeducation and the potential of the HC intervention to reduce racial disparity in LDKT rates.
KW - Kidney donation
KW - Kidney transplantation
KW - Live donor kidney transplant
KW - Living donation
KW - Living donor
KW - Psychosocial
KW - Race
KW - Transplant education
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U2 - 10.1097/TP.0000000000000165
DO - 10.1097/TP.0000000000000165
M3 - Article
C2 - 24825528
AN - SCOPUS:84925033119
SN - 0041-1337
VL - 98
SP - 979
EP - 986
JO - Transplantation
JF - Transplantation
IS - 9
ER -