Patient perceptions by race of educational animations about living kidney donation made for a diverse population

This qualitative study sought to identify potential design and delivery alterations to inform cultural adaptation of educational animations about living donor kidney transplantation (LDKT)-previously developed for a diverse population-to better fit Black Americans' needs. We conducted a seconda...

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Bibliographic Details
Published in:PloS one 2022-09, Vol.17 (9), p.e0266867-e0266867
Main Authors: Keller, Maria M, Lucas, Todd, Cadzow, Renee, Feeley, Thomas, Tumiel Berhalter, Laurene, Kayler, Liise
Format: Article
Language:English
Subjects:
African Americans
Biology and Life Sciences
Cognitive ability
Communication
Computer and Information Sciences
Content analysis
Curricula
Demographic aspects
Design
Donation of organs, tissues, etc
Education
Focus groups
Heterogeneity
Information sharing
Interviews
Kidney transplantation
Kidney transplants
Kidneys
Learning
Medicine and Health Sciences
Patients
Perceptions
Population studies
Qualitative research
Reluctance
Renal failure
Secondary analysis
Social networks
Social organization
Social Sciences
Transplantation
Video
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Summary:This qualitative study sought to identify potential design and delivery alterations to inform cultural adaptation of educational animations about living donor kidney transplantation (LDKT)-previously developed for a diverse population-to better fit Black Americans' needs. We conducted a secondary analysis of 88 transcripts derived from interviews and focus groups conducted with diverse target users (62 kidney failure patients, 36 prior/potential donors, and 11 care partners) to develop 12 animations about LDKT, named KidneyTIME. Statements were abstracted and coded pertaining to cognitive and communication barriers to LDKT, and the perceived value of using the videos to learn and share the information with social network members using content analysis. Incidence counts of each content code were also calculated to assess differences between Black and non-Black patients. Cognitive barrier codes included lack of knowledge, ambivalence, and concern for donor. Communication barrier codes included reluctance and difficulty talking about LDKT. Cognitive facilitating codes included attention-getting, efficient learning, manageable content, emotional impact, and new knowledge. Communication facilitating codes included delivery through many dissemination channels and broadly shareable. Compared to non-black patients (n = 33) Black patients (n = 29) more often stated concern for donor and reluctance/difficulty talking about LDKT as barriers, and less often stated efficient learning and manageable content as facilitators.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0266867