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A scoping review of pediatric transplant education |
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| Authors: | Ashley Burghall Michelle Ruhl Nicola Rosaasen Brianna Groot Kayla Flood Keefe Davis Natasha Minakakis Jenny Wichart Holly Mansell |
| Affiliation: | 1. College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada;2. Division of Pediatric Nephrology, Department of Pediatrics, Jim Pattison Children's Hospital, University of Saskatchewan, Saskatoon, Saskatchewan, Canada;3. Saskatchewan Transplant Program, Saskatchewan Health Authority, Saskatoon, Saskatchewan, Canada Canadian Donation and Transplantation Research Program, Canada;4. Patient and Family Advisor, Saskatoon, Saskatchewan, Canada;5. Canadian Donation and Transplantation Research Program, Canada Department of Pharmacy, Alberta Health Services, Edmonton, Alberta, Canada |
| Abstract: | BackgroundEducation is crucial for pediatric patients and caregivers throughout the transplant continuum, yet data are lacking around which interventions are effective and in what circumstances.MethodsWe undertook a scoping review with the objectives of (a) describing the types, effects, and outcomes of patient-focused educational interventions before and after pediatric transplant and (b) understanding the educational experiences of patients and caregivers. Five scientific databases were explored for relevant literature using the JBI methodology. Educational interventions published in English, targeting pediatric solid organ transplant patients (0–25 years) and their caregivers were included. Relevant data from eligible articles (n = 27) were extracted and summarized.ResultsEighteen articles describing 17 educational interventions were identified for objective A, and nine articles qualitatively assessing patient or parental learning needs were identified for objective B. Most interventions were directed toward teenage patients and their caregivers post kidney transplant, primarily focusing on medication self-management and adherence, or providing general information on transplant using multicomponent delivery formats. Most interventions achieved statistically significant improvements in knowledge (n = 8/9) and patients or caregivers expressed satisfaction with the intervention (n = 7/7) but health-related outcomes such as medication adherence (n = 2/6) or behavior change (n = 1/3) rarely achieved statistically significant results. In objective B, patients and caregivers described the transplant process as overwhelming, but indicated that social supports and education helped them cope. Participants consistently wanted more information than they received.ConclusionCaregivers and pediatric patients value transplant education, but high-quality studies are limited. Since education is a fundamental part of the transplant process, future research in this area should be prioritized. |
| Keywords: | caregivers patient education pediatrics scoping review solid organ transplantation teaching |