Long-term knowledge retention following predialysis psychoeducational intervention

Background/Aims: Early identification and predialysis psychoeducation are g aining acceptance. Although research supports the immediate value of predia lysis interventions, long-term benefits remain unknown. We examined long-te rm knowledge retention following a psychoeducational intervention. Methods: 47 progressive renal failure patients completed the Kidney Disease Questio nnaire at baseline and 18, 30, 42, and 54 months after initiating renal rep lacement therapy (RRT; the 'longitudinal' sample). A larger cohort provided data at one or more of these points (n = 132, 117, 101, and 70 at 18, 30, 42, and 54 months, respectively; the 'cross-sectional' sample). Results: in itial knowledge gains among psychoeducation recipients were followed by a s ignificant knowledge advantage for three groups throughout follow-up. Patie nts who received predialysis psychoeducation either before or after startin g dialysis demonstrated superior Kidney Disease Questionnaire scores as com pared with those identified before the initiation of RRT who received the u sual standard of practice. Patients identified after the initiation of RRT and who received standard education, however, demonstrated the same level o f knowledge retention as produced by psychoeducation. The results were iden tical across the longitudinal and cross-sectional samples. Conclusions: Pat ient education produces important benefits in end-stage renal disease, but the incremental value of early intervention remains to be demonstrated. Cop yright (C) 2000 S. Karger AG, Basel.