Education Material for a Dialysis Patient

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

The selected patient education is intended to help and educate individuals suffering from kidney failure. The specific beneficiary is any person undergoing dialysis and with high phosphorous levels. The Patient Education Materials Assessment (PEMAT) tool is resourceful when analyzing the usability of patient education materials (Shoemaker et al., 2014).

Discussion

After analyzing the information using PEMAT, it becomes quite clear that a number of opportunities and challenges exist. From the completed analysis, it emerged that the available material received understandability and actionability rates of around 60 percent. Based on this review, it is agreeable that the specific beneficiary is in a position to understand, appreciate, and act positively on the available information. Despite the overall practicability and applicability of the presented patient education material, specific deficiencies are notable that future creators of similar content should take seriously. First, the publication appears to focus primarily on the demands of individuals and family members who are able to read and write. While the choice of medical terms is acceptable, those living alone or without adequate competencies might find some of the available information incomprehensible. People with learning disabilities, such as the deaf or the blind, might be unable to benefit from the material (Umeukeje et al., 2018). Second, the publication fails to offer detailed descriptions of some of the complex medical concepts intended for people with kidney failure. Such gaps could undermine the overall effectiveness of the public document aimed at helping affected patients. Third, the author of the specific material has failed to make it available and understandable to individuals without a sufficient background in medicine or healthcare. For example, the failure to describe phosphate binders and guide patients to acquire them makes it less useful. Fourth, the developers failed to include adequate brochures and more personalized visuals in accordance with the intended medical problem. These explicit deficiencies explain why there is a need for additional improvements to make the material more informative (Robbins et al., 2022).

Conclusion

The effort will also ensure that such resources are capable of meeting the expectations of the targeted patients. The authors could also consider the need to personalize the materials in such a way that they encourage both patients and medical practitioners to manage renal failure more efficiently.

References

Ab Hamid, M. R., Mohd Isamudin, M., Buhari, S. S., & Khairul Ikram, E. H. (2021). Quality, understandability and actionability of online patient education material about hypertension. Nutrition & Food Science, 51(4), 621-632. Web.

Boynton, P. M., & Greenhalgh, T. (2004). Hands-on guide to questionnaire research: Selecting, designing, and developing your questionnaire. British Medical Journal, 328(7451), 1312–1315.Web.

Nair, D., & Cavanaugh, K. L. (2020). Measuring patient activation as part of kidney disease policy: Are we there yet?Journal of American Society of Nephrology, 31(7), 1435-1443. Web.

Robbins, R., Dudley, K. A., Monten, K. N., Le, C., Hanes, S., Patel, S. R., & Bertish, S. M. (2022). A health communication assessment of web-based obstructive sleep apnea patient education materials. 3(1), 48-63. Web.

Shoemaker, S. J., Wolf, M. S., & Brach, C. (2014). Development of the Patient Education Materials Assessment Tool (PEMAT): A new measure of understandability and actionability for print and audiovisual patient information. Patient Education and Counseling, 96(3), 395-403. Web.

Umeukeje, E. M., Mixon, A. S., & Cavanaugh, K. L. (2018). Phosphate-control adherence in hemodialysis patients: Current perspectives. Patient Preference and Adherence, 4(12), 1175-1191. Web.

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Education Material for a Dialysis Patient

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