PERITONEAL DIALYSIS NURSES’ KNOWLEDGE, VALUES, AND IMPLEMENTATION OF CLINICAL GUIDELINES IN PRE-DIALYSIS EDUCATION AND EVIDENCE-BASED PRACTICE

Abstract

Guided by the Conceptual Model of Nursing and Health Policy, this pilot exploratory study was designed to describe peritoneal dialysis nurses’ knowledge, values, and implementation of evidence-based practice, extent of use of the Saudi Clinical Guidelines for Peritoneal Dialysis in pre-dialysis education, and barriers and facilitators to implementation of these guidelines. Little is known about nurses’ knowledge, values, and implementation of the SCGPD. No studies have investigated nurses’ implementation of these guidelines in pre-dialysis education for patients with chronic kidney disease. Twenty-eight peritoneal dialysis nurses were recruited from peritoneal and hemodialysis units in eight hospitals in the Western region of Saudi Arabia. Data were collected using an online survey including a demographic data form, the Quick-EBP-VIK (values, implementation, knowledge), questions about extent of implementation of the Use of the Saudi Clinical Guidelines for Peritoneal Dialysis and open ended-questions about the barriers of and facilitators for the pre-dialysis education. The nurses scored highest in the Quick EBP VIK value domain, moderate on knowledge, and lowest on implementation, and frequently implementing the recommendations of the SCGPD. Perceived barriers were patient/family readiness, communication, healthcare educators' lack of knowledge and resources. The perceived facilitators were improving self-management, health educators’ active communication and knowledge of patient education, availability of teaching resources, and institutional support. The study findings identified a gap in the nurses’ use of evidence from clinical guidelines and can inform nursing practice to implement the clinical guidelines, overcome barriers, and facilitate the delivery of high- quality and evidence-based pre-dialysis education.