RESUMEN
Patients with end stage kidney disease (ESKD) face challenges in comprehending and pursuing available treatment options, particularly with the rising interest in home-based dialysis. Providers struggle to deliver effective, individualized, and cost-efficient training, leading to lower adoption and retention rates. Cannulation, machine use, and safety training remain significant barriers. Using learning science - the marriage of psychology and the neuroscience of learning - we show that interactive virtual reality (IVR) can address these barriers to home dialysis success by providing the experiential learning necessary for deeper understanding and increased competence. We show that IVR broadly engages multiple learning centers in the brain, thus spreading the wealth of knowledge while reducing cognitive load. We conclude by presenting a practical example of the potential of IVR in objective assessment of home dialysis equipment use and cannulation skills training.
Asunto(s)
Fallo Renal Crónico , Realidad Virtual , Humanos , Hemodiálisis en el Domicilio , Aprendizaje , Fallo Renal Crónico/terapiaRESUMEN
Patients with chronic kidney disease (CKD) often struggle to understand their disease and its treatment options. The learning content they receive does not provide the experience necessary to truly understand their disease and its treatment options. Nephrology care providers struggle to convey their knowledge effectively to patients, which leads to dissatisfaction. By applying learning science (the marriage of psychology and the neuroscience of learning), digital technologies like virtual reality can address these shortcomings by providing the experiential learning necessary for a deeper understanding. We show that virtual reality broadly engages multiple learning centers in the brain, thus spreading the wealth of knowledge while reducing cognitive load. We conclude by showing how virtual reality technology could be incorporated into existing CKD education and training workflows.
Asunto(s)
Insuficiencia Renal Crónica , Realidad Virtual , Humanos , Aprendizaje , Insuficiencia Renal Crónica/terapiaRESUMEN
Many patients with chronic kidney disease (CKD) and their providers are dissatisfied with patients' depth of useful knowledge about CKD and its treatment options. This increases stress and decreases satisfaction, while increasing health care costs. In this article, we will apply learning science - the marriage of psychology and the neuroscience of learning - to examine problems seen in current CKD education. The goal is to determine the characteristics of a CKD education curriculum that optimizes the speed of initial learning and long-term retention of CKD and treatment information. We will show that initial learning and long-term retention are optimized when microlearning is incorporated, spaced over time, and supplemented with periodic testing. We conclude by showing how spaced microlearning and testing could be incorporated into a CKD education curriculum.
Asunto(s)
Insuficiencia Renal Crónica , Curriculum , Humanos , Insuficiencia Renal Crónica/terapiaRESUMEN
As the incidence of CKD increases, so will the ESRD population. Pre-ESRD care, including early referral to nephrology and patient education, enables patients and providers working together to determine which therapy modality is best suited for their individualized needs: conservative therapy, kidney transplant, hemodialysis, or peritoneal dialysis. Differentiating the therapy modality should be based on many factors and not solely based on outcome data. Acknowledging that there is no "one-size-fits-all" therapy modality allows the patient and the interdisciplinary team to ensure that the appropriate access is chosen at the appropriate time. Lastly, the timing of initiation is paramount for improving patient outcomes, including less central venous catheter placement in incident hemodialysis and more planned arteriovenous accesses, improved quality of life, less hospitalization time, and reduced costs.