| Abstrakt: |
Introduction: Many patients start to live with a long-term indwelling urinary catheter (IDC) unexpectedly and often find difficulty adjusting their psycho-social life with an IDC insitu2. Patients are often not supported with information and resources to care for and manage their catheter and are forced to rely on the internet or other resources. Complications associated with a long-term IDC contribute to avoidable, costly hospital presentations and increasing healthcare-associated burden3. To minimise catheter-associated complications and improve patients' quality of life, it is essential to enhance catheter self-management by increasing patient and caregiver knowledge and self-efficacy. This study aims to explore the impact of educational interventions for patients living with an indwelling urinary catheter in situ. Materials & methods: A systematic scoping review was undertaken in accordance with PRISMA guidelines and guided by Cochrane methodology, quality appraisal using Centre for Evidence-Based Medicine (CEBM) Joanna Briggs Institute (JBI), GRADE criteria and Quality Improvement Minimum Quality Criteria Set Version 1.0 (QIMQCS V 1.0) tools. Studies (n = 446) published between 2000 and 2020 were retrieved from CINAHL, Cochrane Library, Scopus and Medline. Results: A total of 15 primary research studies were included in the narrative thematic synthesis, nine were from the USA, two from Australia, two from the United Kingdom, one from Italy and one from Turkey. These 15 studies were published between 2003 and 2019 and accounted for 19918 patients with an age range 15 to 99 years. Study design varied; there were 11 quantitative and four qualitative studies. Studies were of low-moderate quality. A total of four themes were identified; (i) information needs of patients living with long-term catheters; (ii) core learning content and educational approaches; (iii) feasibility and effectiveness of educational interventions to reduce complications and improve quality of life; and (iv) common outcome measures. While it is recognised that fear and anxiety were commonly experienced among patients living with indwelling urinary catheters, there is a scarcity of information provided to patients and their caregivers4. Despite the heterogeneity in educational interventions, all studies included in this review reported the specific approach undertaken was effective in minimising catheter-associated complications and improving the quality of life of patients living with a long-term IDC in situ. A care bundle approach, that partners clinicians with the patient and caregiver, was found to be more effective in promoting IDC self-management. Nurses are well positioned to provide opportunistic and structured, planned education related to IDC selfmanagement in both acute hospital and community settings. Future educational intervention approaches need to focus on addressing the educational needs of clinicians, patients, and caregivers. Conclusion: The dissemination of information and the delivery of urinary catheter education to patients is inadequate. Core components of educational interventions should address fluid intake, bowel management, hygiene and self-monitoring/management, including adverse events. There is a need for future robust trials of educational and self-management interventions to improve the quality of life of patients who have a long-term IDC and who live in the community. [ABSTRACT FROM AUTHOR] |
