Proposed Topic (Most preferred): :
Clinical Safety and Quality Service III (Projects aiming at quality service to patients and their carers)
Authors (including presenting author) :
Tam SL(1), Chan HY(1), Ho JYK(1), Hui DMS(1), Wu SY(1), Kwok, CP(1), Chow YL(1), Yip KK(1), Law PY(1), Chan E(1), Wong PN(1), Chan K(2), Wong FKY(2)
Affiliation :
(1)Department of Medicine and Geriatrics, Kwong Wah Hospital, (2)School of Nursing, The Hong Kong Polytechnic University
Introduction :
A nurse-led Continuous Ambulatory Peritoneal Dialysis (CAPD) education program, aimed at enabling chronic kidney disease (CKD) patients to perform exit site care and dialysate bag change, is important in reducing peritonitis. The conventional practice usually involves a 5-day didactic method with return demonstrations from patients and their caregivers. With an increased number of CKD patients and the time-pressured clinical environment, nurses are challenged to reconsider strategies that can address the increasing service demand, particularly for patients with cognitively impairment who would benefit from repeated training. The flipped classroom (FC) learning approach is proposed to better engage learners by utilising pre-class preparation and optimizing the use of contact time to address learners' needs.
Objectives :
This study aims to examine the effectiveness of the FC CAPD pre-dialysis education program, which utilises pre-class videos and a customized booklet with take-home exercises for CKD patients.
Methodology :
The present study employs a single-blinded randomized controlled trial approach. Eligible candidates attending the nurse-led renal clinic at Kwong Wah Hospital will be allocated to the experimental group, receiving FC training, while the control group will receive conventional training. Each treatment arm will recruit 30 participants. Performance checklists and tests will be used to review the primary outcome of psychomotor skills competence and retention. Data will be collected at four time points: before the commencement of the intervention (T1), immediately post-intervention (T2), and one month (T3) and three months (T4) after the completion of the program. The Student Satisfaction and Self-Confidence in Learning inventory will be used to evaluate program satisfaction. Comparison of the outcome scores will be computed using Generalized Estimating Equations (GEE). The participants' experience and their perceived impact of the FC intervention will be explored through open-ended questions in the questionnaire. Qualitative feedback received from the participants will be analyzed using content analysis to identify relevant aspects that may form a basis for program improvement. Ethical approval has been obtained from The Hong Kong Polytechnic University. Approval will also be sought from the Institutional Review Board of the Hospital Authority.
Result & Outcome :
The competency checklists and education booklet were validated by an expert panel. CKD patients also offered comments on the FC booklet and ready for implementation. The study is expected to commence in September 2024, and the results will provide evidence for advancing patient education with better utilisation of manpower and resources.
