Educating Hispanic ESRD Patients About Living Donation: Impact of a Brief Intervention
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 May 21, 2025.« Back to 2015 American Transplant Congress