Neil Boudville1,2, Yeoungjee Cho3,2,4, Keri-Lu Equinox5, Ana Elizabeth Figueiredo6, Carmel M Hawley3,2,4, Kirsten Howard7, David W Johnson3,2,4, Matthew Jose8, Anna Lee9, Moira Alison Maley1,2, Jo-Anne Moodie10, Elaine M Pascoe2, Genevieve Z Steiner11, Melinda Tomlins12, David Voss13, Josephine Chow14,15,16. 1. School of Medicine and Pharmacology, University of Western Australia, Perth, Queensland, Australia. 2. Australasian Kidney Trials Network, Diamantina Institute, University of Queensland, Brisbane, Queensland, Australia. 3. Department of Nephrology, Princess Alexandra Hospital, Brisbane, Queensland, Australia. 4. Translational Research Institute, Brisbane, Queensland, Australia. 5. Cairns Base Hospital, Cairns, Queensland, Australia. 6. School of Nursing, Nutrition and Physiotherapy at Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Brazil. 7. School of Public Health, University of Sydney, Sydney, Australia. 8. School of Medicine, University of Tasmania, Melbourne, New South Wales, Australia. 9. Department of Nephrology, Illawarra Shoalhaven Local Health District, Melbourne, New South Wales, Australia. 10. Royal Melbourne Hospital, Melbourne, Australia. 11. National Institute of Complementary Medicine (NICM), Western Sydney University, Penrith, New South Wales, Australia. 12. John Hunter Hospital, Hunter New England Local Health District, Melbourne, New South Wales, Australia. 13. Middlemore Hospital, Auckland, New Zealand. 14. University of Sydney, Sydney, Australia. 15. University of Tasmania, Australia. 16. South Western Sydney Local Health District, NSW, Melbourne, New South Wales, Australia.
Abstract
INTRODUCTION: Up to a 10-fold difference in clinical outcomes between Australian peritoneal dialysis (PD) units exists. There is an international focus on the harmonization of educational practices in PD to determine whether this may lead to improved patient outcomes. AIMS: The aim of this paper is to evaluate the current teaching practices of nurses and patients in Australian PD units. METHODS: An online survey with questions on nurse and patient training was made available to PD units in Australia. RESULTS: Thirty-eight (70%) of 54 PD units in Australia completed the survey. A written standardized curricula was utilized in 21 units (55%) for nursing staff and 30 units (79%) for patients, with 23% and 12% including an electronic delivery component for each group, respectively. Universal teaching of adult learning principles was not demonstrated. The hours spent on teaching nursing staff ranged from <15 h in 24% to >100 h in 21% of units. The average number of hours spent by nurses each day to train patients ranged from <2 h in 14% to >6 h in 11% of units, with the average total training days ranging from 2 to 3 days in 14% to over 7 days in 14% of units. Staff and patient competency assessments were performed routinely in 37% and 74% of units, respectively. CONCLUSIONS: Considerable differences exist amongst Australian PD units in the education of staff and patients. There is a general lack of delivery and competency assessment to meet educational standards. It remains to be seen if harmonization of educational curricula can translate to improved clinical outcomes.
INTRODUCTION: Up to a 10-fold difference in clinical outcomes between Australian peritoneal dialysis (PD) units exists. There is an international focus on the harmonization of educational practices in PD to determine whether this may lead to improved patient outcomes. AIMS: The aim of this paper is to evaluate the current teaching practices of nurses and patients in Australian PD units. METHODS: An online survey with questions on nurse and patient training was made available to PD units in Australia. RESULTS: Thirty-eight (70%) of 54 PD units in Australia completed the survey. A written standardized curricula was utilized in 21 units (55%) for nursing staff and 30 units (79%) for patients, with 23% and 12% including an electronic delivery component for each group, respectively. Universal teaching of adult learning principles was not demonstrated. The hours spent on teaching nursing staff ranged from <15 h in 24% to >100 h in 21% of units. The average number of hours spent by nurses each day to train patients ranged from <2 h in 14% to >6 h in 11% of units, with the average total training days ranging from 2 to 3 days in 14% to over 7 days in 14% of units. Staff and patient competency assessments were performed routinely in 37% and 74% of units, respectively. CONCLUSIONS: Considerable differences exist amongst Australian PD units in the education of staff and patients. There is a general lack of delivery and competency assessment to meet educational standards. It remains to be seen if harmonization of educational curricula can translate to improved clinical outcomes.