Improving the Education Gap for Patients with Chronic Kidney Disease

Executive Summary Improving the Education Gap for Patients with Chronic Kidney Disease Problem According to the Center for Disease Contol and Prevention, 26 million adults have chronic kidney disease, which is progressive, mostly silent, and unrecognized (CDC, 2009). Education Education Education Education can enhance knowledge and facilitate selfcan enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate selfcan enhance knowledge and facilitate selfcan enhance knowledge and facilitate selfcan enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate self can enhance knowledge and facilitate selfcan enhance knowledge and facilitate self-management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the management through better understanding of the disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, disease process, improve clinical outcomes, and assist with decrease overall cost (Costantini, 2006). 2006). The PICO question for The PICO question for The PICO question for The PICO question for The PICO question for The PICO question for The PICO question for The PICO question for this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational this project was: Does implementing a structured educational program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in program for adults diagnosed with stages III and IV chronic kidney disease improve the gap in education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of education and perceived knowledge of CKD?CKD? CKD? Purpose The purpose of this evidenced The purpose of this evidenced The purpose of this evidenced The purpose of this evidenced The purpose of this evidenced The purpose of this evidencedThe purpose of this evidenced-based practice based practice based practice based practice based practice based practice based practice based practice based practice project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured project was to examine the effects of a structured education program,education program, education program,education program, education program, education program,education program,education program,education program,education program, known as the Kidney Smart Class℠ (DaVita, 2013), in adults diagnosed with in adults diagnosed with in adults diagnosed with in adults diagnosed with in adults diagnosed with in adults diagnosed with stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease.stage III and IV chronic kidney disease. stage III and IV chronic kidney disease. Goal The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to The primary goal of this project was to measure the impact of the Kidney Smart Class℠ (DaVita, 2013) upon the knowledge level of patients diagnosed with chronic kidney disease. Objectives The primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased primary objective of this project was to have increased knowledge knowledge knowledge knowledge scores following scores following scores following scores following scores following participation in the participation in the participation in the participation in the Kidney Smart Class℠ (DaVita, 2013). Plan This capstone project began in the fall of 2013 with an identified problem followed by the completion of a needs assessment, identification of a theoretical foundation, and an extensive review of literature. Upon approval from the Regis University and St. Luke’s University Hospital Health Network Institutional Review Boards, and permission to use the instrument tool, the project was implemented in March of 2015. Data was collected to determine if the educational intervention improved the educational gap and perceived chronic kidney disease knowledge using the Perceived Kidney Knowledge Survey. Results from the Likert scale response options were analyzed. Outcomes and Results From March to July of 2015, 50 participants agreed to participate in the study and were non-randomized into the control group (n=25) and the experimental group (n=25). Five withdrew from the control group (n=20) and 21 withdrew from the experimental group (n=4). Although the experimental group was small, the study showed a promising trend with statistical significance for several questions post survey. Out of the nine questions on Out of the nine questions on Out of the nine questions on Out of the nine questions on Out of the nine questions on Out of the nine questions on Out of the nine questions on Perceived Kidney Knowledge Survey, mean responses for questions 2 ( , mean responses for questions 2 (, mean responses for questions 2 (, mean responses for questions 2 ( , mean responses for questions 2 (, mean responses for questions 2 ( , mean responses for questions 2 ( , mean responses for questions 2 ( , mean responses for questions 2 ( , mean responses for questions 2 ( p=. 02), 3 ( 02), 3 ( p=.02), =.02), =.02), and 6 (and 6 ( p=.01) =.01) =.01) were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups. were significantly different between the experimental and control groups.were significantly different between the experimental and control groups. Results of the study suggest that the Kidney Smart Class℠ (DaVita, 2013) made a statistical significant impact on perceived knowledge as evidenced by increased post survey scores. 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