Kidney Transplant Recipients and Cognitive Learning Research Paper by cee-cee

Kidney Transplant Recipients and Cognitive Learning
An investigation into the effects of individual and group teaching on the cognitive learning of adult kidney transplant recipients in an inpatient transplant unit.
# 107679 | 8,123 words | 27 sources | APA | 2008 | US
Published on Sep 10, 2008 in Medical and Health (General)


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Description:

This paper looks at how transplant recipients have an abundance of learning needs after receiving their transplants and how patient education is a crucial aspect of the transplant nurse's role. It examines how transplant recipients must learn follow-up instructions, signs of rejection and infection, medications and their side effects, urine testing procedures, and dietary and lifestyle modifications in order to ensure transplant viability and increased quality of life. It proposes a study to examine the effect of the method of teaching on the cognitive learning of adult kidney transplant recipients and concludes that individual patient teaching in adult postoperative kidney transplant recipient patients results in increased cognitive learning.

Outline:
Chapter I: The Problem
Introduction
Problem Statement
Definition of Terms
Inclusion Criteria
Assumptions
Significance f Study
Chapter II: Review of the Literature
Literature Review Related to an Overview of Renal Failure
Definition and Types of Renal Failure
Chronic Kidney Disease
Treatment Options
Dialysis vs. Transplantation
Literature Review Related to Renal Transplantation
Graft Survival
Quality of Life
Organ Rejection
Economic Outcomes
Literature Review Related To Transplant Teaching in Post-Op Patients
Individual Teaching in Renal Postoperative Patients
Group Teaching In Renal Postoperative Patients
Literature Review Related To Emotional Acceptance of Chronic Illness
Theoretical Framework: Dorothea Orem's Theory of Self-Care
Summary
Chapter III: Methodology
Design
Setting
Selection of Participants
Instrumentation
Data Collection Procedure
Data Analysis
References

Sample of Sources Used:

  • Anderson, B. L. (2002). Biobehavioral Outcomes Following Psychological Interventions for Cancer Patients. Journal of Consulting and Clinical Psychology, 70(3), 590-610.
  • Arszyla, D. M. & Gastelum, K. (2001). Coursework Document: Theorist Presentation. Retrieved from http://dana.ucc.nau.edu/~dma27/WebWizard/courseworkdoc0.html
  • Boston College. (2003). The Roy Adaptation Model. Retrieved from http://www2.bc .edu/~royca/
  • Coresh, J. & Greene, T. (2003). Prevalence of chronic kidney disease and decreased kidney function in the adult US population: Third National Health and Nutrition Examination Survey. American Journal of Kidney Disease, 41, 1-12.
  • Cristol, J.P. (2005). Hemodialysis causes antioxidant loss leading to long-term complications. Retrieved November 17, 2005 from http://www.medical newstoday.com/medicalnews.php?newsid=22511.

Cite this Research Paper:

APA Format

Kidney Transplant Recipients and Cognitive Learning (2008, September 10) Retrieved September 18, 2020, from https://www.academon.com/research-paper/kidney-transplant-recipients-and-cognitive-learning-107679/

MLA Format

"Kidney Transplant Recipients and Cognitive Learning" 10 September 2008. Web. 18 September. 2020. <https://www.academon.com/research-paper/kidney-transplant-recipients-and-cognitive-learning-107679/>

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