Educating Hispanic ESRD Patients About Living Donation: Impact of a Brief Intervention

E. Alvaro, J. Siegel, J. Poulsen, E. O'Brien.

Psychology, Claremont Graduate University, Claremont, CA
Psychology, Claremont Graduate University, Claremont, CA
Transplantation, St. Vincent Medical Center, Los Angeles, CA
Psychology, Claremont Graduate University, Claremont, CA.

Meeting: 2015 American Transplant Congress

Abstract number: 496

Keywords: Kidney transplantation, Methodology, Multivariate analysis

Session Information

Session Name: Concurrent Session: Psychosocial and Treatment Adherence

Session Type: Concurrent Session

Date: Tuesday, May 5, 2015

Session Time: 4:00pm-5:30pm

Presentation Time: 4:00pm-4:12pm

Location: Room 121-C

Purpose: This study was designed to enhance Hispanic ESRD patient knowledge, norm perceptions, and efficacy regarding discussions of living kidney donation.

Methods: The study was a prospective two-arm RCT with pretest and posttest measures. Participants were Hispanic ESRD patients. A pretest followed recruitment and a posttest was administered following the intervention. Measures assessed patient demographics, living transplantation knowledge, attitudes, subjective norms, and perceived self-efficacy regarding living donation discussions. Control patients received non-living kidney transplant education; treatment patients received living transplant education. Both interventions lasted one hour. The treatment, based on a prior multiple session hospital-based intervention, focused on a) sharing information about experiences of prior Hispanic living kidney recipients and donors, and b) a brief skill development session on holding living donor discussions with loved ones.

Results: A total of 146 patients (control n = 67, intervention n = 79) participated. Data were analyzed via a 2 (Treatment: Control, Intervention) x 2 (Time: Pre, Post) multivariate analysis of variance. The analyses revealed a significant interaction for knowledge (p<.001) – control patients showed no pre/post differences, while treatment patients increased pre/post. Significant condition x time interactions indicating improvement due to treatment were also found for perceived norms (asking a loved one to be a donor) (p<.049), perceived norms regarding receiving a living kidney (p<.038), self-efficacy regarding holding a living donor discussion (p<.029), and willingness to accept an offer of a living kidney (p<.039).

Conclusions: The intervention improved patient knowledge, subjective norms about living donation, self-efficacy, and willingness to accept offers of a living kidney donation. These outcomes could lead to more living donor discussions thus increasing living kidney transplants. These results was obtained during a low-cost single session in-person intervention. This is important in that our prior research has found similar outcomes from a multiple-session intervention delivered in-hospital; a much more barrier-prone context for education.

To cite this abstract in AMA style:

Alvaro E, Siegel J, Poulsen J, O'Brien E. Educating Hispanic ESRD Patients About Living Donation: Impact of a Brief Intervention [abstract]. Am J Transplant. 2015; 15 (suppl 3). https://atcmeetingabstracts.com/abstract/educating-hispanic-esrd-patients-about-living-donation-impact-of-a-brief-intervention/. Accessed November 21, 2024.

« Back to 2015 American Transplant Congress