首页> 外文期刊>American Journal of Kidney Diseases: The official journal of the National Kidney Foundation >Educational interventions in kidney disease care: a systematic review of randomized trials.
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Educational interventions in kidney disease care: a systematic review of randomized trials.

机译:肾脏疾病护理的教育干预措施:对随机试验的系统评价。

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BACKGROUND: There is increasing evidence that educational interventions aimed at empowering patients are successful in chronic disease management. Our aim was to conduct a systematic review of the effectiveness of such educational interventions in people with kidney disease. SYSTEMATIC REVIEW: A comprehensive search strategy was applied by using major electronic databases from 1980 to March 2007. Researchers independently reviewed titles and abstracts and extracted data from identified studies. SETTING & POPULATION: Patients in any of the following stages of chronic kidney disease: early, predialysis, and dialysis. Kidney transplant recipients were excluded because this group has additional educational needs that are beyond the scope of this review. SELECTION CRITERIA FOR STUDIES: Randomized controlled trials. INTERVENTIONS: Structured educational interventions (involving informational and psychological components) with usual care. OUTCOMES: Clinical, behavioral, psychological, and knowledge outcomes were considered. RESULTS: 22 studies were identified involving a wide range of multicomponent interventions with variable aims and outcomes depending on the area of kidney disease care. 18 studies provided significant results for at least 1 of the outcomes. The majority of studies aimed to improve diet and/or fluid concordance in dialysis patients and involved short- and medium-term follow-up. A single major long-term study was a 20-year follow-up of a predialysis educational intervention that showed increased survival rates. No study was found that addressed chronic kidney disease at an earlier stage. LIMITATIONS: Meta-analysis was not possible because of study heterogeneity. CONCLUSIONS: Multicomponent structured educational interventions were effective in predialysis and dialysis care, but the quality of many studies was suboptimal. Effective frameworks to develop, implement, and evaluate educational interventions are required, especially those that target patients with early stages of chronic kidney disease. This could lead to possible prevention or delay in progression of kidney disease.
机译:背景:越来越多的证据表明,旨在增强患者能力的教育干预措施在慢性疾病管理中是成功的。我们的目的是对此类教育干预措施对肾病患者的有效性进行系统的评估。系统评价:1980年至2007年3月,通过使用主要的电子数据库,采用了全面的搜索策略。研究人员独立审查了标题和摘要,并从已确定的研究中提取了数据。地点和人口:处于慢性肾脏疾病的以下任何阶段的患者:早期,透析前和透析。肾脏移植接受者被排除在外,因为该组的其他教育需求超出了本文的范围。研究的选择标准:随机对照试验。干预措施:采用常规护理的结构化教育干预措施(涉及信息和心理成分)。结果:考虑临床,行为,心理和知识方面的结果。结果:鉴定出22项研究,涉及范围广泛的多成分干预措施,其目标和结果因肾脏疾病治疗领域而异。 18项研究至少为其中一项结果提供了重要结果。大多数研究旨在改善透析患者的饮食和/或体液一致性,并涉及短期和中期随访。一项重大的长期研究是对透析前教育干预措施进行的20年随访,该研究表明生存率提高了。没有研究在早期阶段解决慢性肾脏疾病。局限性:由于研究的异质性,无法进行荟萃分析。结论:多成分结构的教育干预措施在透析前和透析护理中是有效的,但是许多研究的质量都不理想。需要开发,实施和评估教育干预措施的有效框架,尤其是针对慢性肾脏病早期患者的干预措施。这可能导致可能的预防或延缓肾脏疾病的进展。

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