The Vanderbilt University
Grant: $53,946 - National Institutes of Health - Sep. 20, 2009
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Award Description: Patient education is a priority and desired by both patients and providers in the care of chronic kidney disease (CKD). Yet, even in the setting of frequent interactions with health care providers, patients often report low knowledge of chronic diseases, such as diabetes, heart disease, and kidney disease. This suggests ineffective communication between patients and providers. For kidney disease, there is no established validated instrument to measure disease-specific knowledge. The objectives of this supplemental application are to: (1) to develop and validate an instrument to characterize kidney disease knowledge among patients with chronic kidney disease; (2) to train providers in clear communication strategies and implement the use of a literacy-sensitive interactive tool to promote physician delivered patient education about CKD; and (3) to evaluate the effectiveness of the tool to improve patient kidney disease knowledge and satisfaction with provider communication, and also to examine provider satisfaction and ratings of ease of use of the tool. These objectives are in concert with the parent K23 application’s goal to determine barriers to efficient and effective health communication for patients with kidney disease. This application furthers the overall goal of the parent award by extending this important area of investigation from end-stage renal disease (ESRD) to patients with chronic kidney disease. To prevent progression of CKD to end-stage disease, it is critical to research all potentially modifiable aspects of pre-ESRD care, including the content and format of the delivery of kidney patient education and instruction. Additionally, in accordance with the goals of the ARRA, execution of this supplemental proposal will speed the tempo of the research of the parent award by providing information to guide the development of a literacy and numeracy-sensitive comprehensive provider curriculum for promoting successful self-care in ESRD. Also, this application meets another ARRA goal by creating an employment opportunity for the 24-month period. We plan to continue this line of research, as well as develop community-focused interventions, based upon the findings of this study, and therefore we anticipate the sustainability of this job position.
Project Description: Patient education is a priority and desired by both patients and providers in the care of chronic kidney disease (CKD). Yet, even in the setting of frequent interactions with health care providers, patients often report low knowledge of chronic diseases, such as diabetes, heart disease, and kidney disease. This suggests ineffective communication between patients and providers. For kidney disease, there is no established validated instrument to measure disease-specific knowledge. The objectives of this supplemental application are to: (1) to develop and validate an instrument to characterize kidney disease knowledge among patients with chronic kidney disease; (2) to train providers in clear communication strategies and implement the use of a literacy-sensitive interactive tool to promote physician delivered patient education about CKD; and (3) to evaluate the effectiveness of the tool to improve patient kidney disease knowledge and satisfaction with provider communication, and also to examine provider satisfaction and ratings of ease of use of the tool. These objectives are in concert with the parent K23 application’s goal to determine barriers to efficient and effective health communication for patients with kidney disease. This application furthers the overall goal of the parent award by extending this important area of investigation from end-stage renal disease (ESRD) to patients with chronic kidney disease. To prevent progression of CKD to end-stage disease, it is critical to research all potentially modifiable aspects of pre-ESRD care, including the content and format of the delivery of kidney patient education and instruction. Execution of this supplemental proposal will speed the tempo of the research of the parent award by providing information to guide the development of a literacy and numeracy-sensitive comprehensive provider curriculum for promoting successful self-care in ESRD.
Jobs Summary: Not applicable at this time. (Total jobs reported: 0)
Project Status: Not Started
This award's data was last updated on Sep. 20, 2009. Help expand these official descriptions using the wiki below.
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