Friday, December 18, 2020

Lupine Publishers|Effectiveness of Standardized Regular Inspecting Visits as a Type of Administrative Supervision on Function of Private Physician Offices

 

  Lupine Publishers | Journal of Health Research and Reviews


Abstract

Introduction: One of the mainstays for maintenance of standards of health care in medical facilities and offices is to have a constant supervision over their processes and products. We designed a study to evaluate the effectiveness of regular inspecting visits of private physician offices.

Methods: A “study checklist” consisting of 11 items under the topic of regulations and rules, and 7 items under the topic of performance, was designed, validated and used in the inspections. Results of two consecutive inspections were recorded and compared.

Instructions regarding defects in provided services were given to the doctors during inspections, and various feedbacks as dictated by present regulations were provided to them.

Results: participants were 300 general practitioners office. After the first round of inspections of all the offices, the feedback consisted of: oral warning to the doctor about noticed failures or notice about the substandard practice in the inspection records of the doctor in 32.3% of cases, warning letter of defects in 46.3%, and summoning the doctor for a written statement in 21.3%. Mean scores after gathering and computing scores of each office in first and second rounds of inspections in rules and performance topics were respectively 84, 92, 50, and 58. Among all items, installing tariffs exposed to customers’ view had the highest improvement in score.

Conclusion: Our work demonstrates that regular inspector visits of private doctor offices is an effective method for supervision on these centers.

Keywords: Supervision; Inspection; Checklist; Quality of care; Physician office; Accreditation

Introduction

One of the main pillars for maintenance or promotion of functional standards while operating a structure which delivers services to customers, is to have a steady observation over the activities of the subordinate system and the outcomes. When services are focused on health and medical concerns, effective supervision has to see whether the standards of care are reflected in the processes and products of the organization. In Iran, healthcare services and medical education have been integrated under the Ministry of Health and Medical Education; and every university of medical sciences, besides its teaching role for students of all medical fields, has to manage the distribution and quality of health services supplied in a defined geographical area. As in other universities, the Vice Chancellorship for clinical administration (VCCA) of Tehran University of medical sciences (TUMS) ensures the responsibility of administering high-quality medical services in its supervised region. In order to follow this duty, a consistent program for inspecting any establishment that provides medical services has been settled in the VCCA of TUMS (VCCAT). Since human workforce and public budget is being used for executing supervision and inspection plans, and because this program aims to prevent substandard illicit, or illegal work, as well as improve quality of care and reach the excellence in the area, the efficacy of the program had to be assessed. Doctors’ private offices are among the centers that are checked at defined intervals in this program. We designed a study to evaluate the outcome of these inspections.

Materials and Methods

As per de present program in the VCCAT, inspector visits of the doctors’ offices take place biannually, and several items are evaluated through a standardized checklist. Normally, at the time of inspection, instructions about defects in standard service and needed improvements are given to the doctor or other staff in the office, while results of the visit are presented to the relevant directors in the VCCAT, where appropriate reaction plans are taken, based on circumstances of the office and the country law. These might consist of oral advice to the doctor about noticed failures, notice about the substandard practice in the inspection records of the doctor in the VCCAT, feedback letter mentioning defects seen during the inspection and warning about rapid corrections, or calling up the doctor to the VCCAT for a written statement about the flaws. In some distinct conditions, the doctor is referred to judicial authorities. In this cross-sectional study, we planned to measure the outcome of these inspections and interventions on general practitioners working in private offices. Assuming an increase in total index of about 49%, the error value and type 1 error of 5%, the total sample size by Cochran formula (for limited population) was 278 private offices; and 300 offices were entered in the study in order to compensate for the possible loss of data due to exclusion of some offices during the study. Random stratified sampling was used for entering the offices in the study. Criteria for offices of general practitioners to be included in the study consisted of practice of less than 15 years in the office by the same doctor, and comprising an injection and wound dressing unit. Exclusion criteria included offices who had a long documented reputation of very qualified work, and those with a history of precedent violation of office rules with referral to judicial authorities.

In order to compare the results of 2 consecutive visits, we prepared a semi-structured “study checklist” (Figure 1) out of the standard “present checklist”- that is, the checklist that was used in routine inspections before the study- with closed questions, the former included the most important and measurable indicators out of the latter, as well as general characteristics of the office. Validity of the study checklist was checked by content validity: The present checklist was assessed by 40 acknowledged inspectors, expert nurses and medical doctors of the VCCAT and 18 items of the checklist were approved for the study checklist. These consisted of 11 items under the topic of regulations and rules, and 7 items under the topic of performance. Regarding the yes/no questions in the study checklist, a score of 0 or 1 was given to each entry. On the other side, each indicator was assigned a weight from 1 to 100 according to the degree of importance of the issue.

Figure 1: Study checklist.

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The interval between the first and second visits was 6 months for each office. Inspections were performed by expert inspectors of the VCCAT and study checklists were completed by them. Scores of all visits were calculated regarding grades and weights of questions, then scores of each item and each topic as well as the final score of consecutive inspections for each office were compared. Results were analyzed via SPSS version 9. Baseline characteristics were presented as medians, means and standard deviation for quantitative variables and percentages/counts for discrete parameters, and T-test was used for analytical statistics. P-value <0.05 was considered significant.

Results

In this study, participants consisted of 300 offices from general practitioners. From these, 138 (46%) worked in individual offices, and 62 (54%) were in doctor office complexes (buildings dedicated to doctors’ offices, comprising between 3 to any number of offices). As for the sex distribution, 80% of doctors in the included offices of the geographical area were men, and 20% were women. After the first round of inspections of all the offices, the feedback of the VCCAT consisted of: oral warning to the doctor about noticed failures or notice about the substandard practice in the inspection records of the doctor in 32.3% of cases, warning letter of defects in 46.3%, and summoning the doctor for a written statement in 21.3%. Mean scores after gathering and computing scores of each office in first and second rounds of inspections in rules and performance topics are demonstrated in Table 1.

Table 1: Mean scores in all items in first and second rounds of inspections.

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Discussion

In the present study, the effectiveness of inspections of private offices of general practitioners carried out by inspectors of the VCCAT in 2016, was assessed. The comparison of the mean scores of two consecutive visits performed at 6 months interval showed an increase of 11.6% , which was significant (p=0.000). In the topic of regulations and laws, there was a 9.5% increase in the score of the second round of visits. Among these, installing tariffs exposed to customers’ view was one the most poorly observed items, but had the highest improvement in score (63%). As well, there was a good improvement in omitting previous illegal titles on office boards or prescription sheets (29.5%), and illegal advertising (18.8%). The least improvements were seen in independent office board (4.3%), superfluous office boards (3.2%), employing unauthorized people (1%), and observance of tariffs (0%). In the latter item, the rate was already high at the beginning of our research. This is because the Ministry of Health had passed new laws for rates of tariffs, penalties for adherence to these rates, and methods of monitoring them by inspectors about 1.5 years previous to this study. As a result, loads of effort had been exerted in that time and a good control had been obtained previously. However, detection of unapproved or unlicensed individuals working in offices is a hard job because the inspections are performed once per semester whereas these workforces may be hired for part-time work; and this is the same for undertaking illegal acts because they are not practiced permanently. On the other hand, set of existing rules are not as powerful as to prohibit these latter banned acts. As to the 2 measures regarding office boards (independent/ superfluous office boards), there are many doctor office complexes in Tehran. Many of these are usual buildings which owners (usually not related to medical fields) hire to several doctors, and they manage the complex as clinics in many aspects; whereas directions regarding clinics are not applicable to these buildings, and there are no sanctioned rules regarding office complexes. As a result, it seems that revision of present codes of practice and designation of new rules regarding office complexes would be a better option than legal and punishing tactics in approach to these items.

Many studies have evaluated the efficacy of accreditation of medical facilities on quality of care. Accreditation in this setting is a form of clinical supervision that can support or replace regular inspectors’ visits. Indeed, accreditation evaluates clinical practice and guarantees higher quality of care as well as accountability [1], and the same is expected from other types of clinical supervision. Hospitals are the centers which undergo accreditation most commonly in the world, and this practice is mainly undertaken in developed countries; nonetheless several developing areas as well have inaugurated the job, and have carried out related studies. Japan won the first score for its health system accomplishments in the World Health Report 2000, while governmental evaluation of the system, despite high expenditure for health, has not been very strict. This has probably been because of the third party accreditation of hospitals which is performed by the Japan Council for Quality Health Care, which has had a very great share in the enhancement of patient safety measures and improvement of the quality of care [2].

In 1997-98, Nandraj et al carried out a survey in Mumbai, India among stakeholders of private health services to estimate their opinions about the establishment of accreditation and their proposed methods in order to assure quality of care in the face of poor supervisory structures. Centered on different motives, all participants recognized accreditation as advantageous, and they merely opted for voluntary standardized accreditation [3]. In 2008, Fadi El-Jardali et al explored the point of view of nurses about effects of accreditation on quality of care in 59 hospitals that had positively handled national accreditation programs, and found out that most of the nurses saw a positive impact for accreditation [4]. On the other hand, Sack et al used a validated questionnaire to show the rate at which patients recommend their hospital to others. They found out that although Hospital accreditation may improve quality of care in hospitals, it may not be perceived or measured as such by the patient [5]. Rates of accreditation for nonhospital and ambulatory medical settings have been investigated. For instance, only about 22% of 7327 outpatient cerebrovascular ultrasound laboratories accredited by the Intersocietal Accreditation Commission in the USA were officially accredited in 2011, albeit 40% of the cerebrovascular outpatient procedures were conducted in accredited center [6]; whereas 99.6% of the 4573 outpatient echocardiographic testing facilities accredited by the Intersocietal Accreditation Commission in the USA were under official accreditation in 2013 [7]. Assessing the perception of 2782 laboratory workers who had undergone accreditation process showed that they believed accreditation process had a positive impact on the majority of investigated criteria, and this was greater for hospital-based facilities [8]. Also, while a voluntary accreditation program for mammography centers was offered by the American College of Radiology (ACR) in 1987, it was shown that among a representative sample, those which underwent ACR accreditation in 1992 completed “good” quality assurance practices more frequently [9]. As well, Sinicki et al demonstrated that the application of accreditation in ambulatory radiation oncology centers triggered self-evaluation and self-regulation that improved safety and quality of service in the facilities [10]. In Iran, at the present time, obligatory accreditation is followed for all the hospitals of the country, and tariffs are defined based on acquired grades. However, accreditation is not done for any other kind of health or medical center for the present in Iran, and supervising authorities have to control tightly the quality of care in the latter. This is what is carried out by the VCCAs of the medical universities, as one of the responsible authorities.

Few studies have taken place about the benefits of instituting supervision of medical centers via regular visits of the places based on specific defined criteria and checklists. Limited fairly similar works has been carried out and published in Iran. In 2005, Sarir et al from Shiraz (a large city in Iran) assessed the effect of teaching the standards of infection control to dentistry offices while supervising them in observing those standards in 270 general or specialist dentist offices. By comparing the effects in control and case groups, they showed that standards were better followed in those that had undergone teaching sessions, and continuous teaching had the best effect [11]. In 2009, Asefzadeh et al performed a research among general dentistry offices to evaluate the amount of observing legal standards in their office boards. They found out that although the size and coloring of most boards were in line with rules of the Iranian Medical Council, the term of “general dentist” was written in a small minority, and most of the boards harbored the name of one or several specialties [12]. The same authors carried out another study among offices of 60 general practitioners in Qazvin, a city of Iran, and saw that less than one third had mentioned the term of “General Practitioner” on their office boards, and most of them had written several specialties on their boards, as reminder to their patients that they mostly manage these cases. Size and coloring of most of the boards were acceptable regarding general country rules [13]. In our study, rate of avoidance of illegal titles on office boards were low before the intervention (61%), but raised significantly (to 79%) after it. In 2013, Akbari et al reviewed the obstacles and facilitators of exercising supervision over health facilities by interviewing expert inspectors in order to define factors that influenced positively the supervising visits. They concluded that providing systematic accurate training for inspectors, performance of inspecting visits by experts in each field, and appropriate support of the program by senior directors increased the effectiveness of clinical supervision [14]. In 2014, Karimi et al showed that performing “supportive” regular clinical supervision instead of suppressing and inhibitory methods resulted in more standard outcomes in the services provided by the health network of Ilam, one of the relatively deprived cities of Iran [15].

Conclusion

Our work showed that in the absence of accreditation programs for ambulatory centers, and especially doctor offices, regular inspector visits performed by experts using standardized checklists can help to attain more standard qualified service.

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Lupine Publishers|Assessment of Success Rate of Gifted and Talented Students in Entrance Exam of Medical School at Shiraz University of Medical Sciences, 2017

 

  Lupine Publishers | Journal of Health Research and Reviews


Abstract

Introduction: Gifted and talented students receiving extra educational services, up to date advanced curriculum, additional short and long-term courses due to their educational needs, better instructors, and more challenging educational environments than non-gifted students at regular education programs and schools. The present study has been conducted under assess success rate of gifted and talented students in entrance exam of Medical School at Shiraz University of Medical Sciences.

Methods: The present study is a mixed method study including two quantitative and qualitative sections respectively conducted at Medical School affiliated to Shiraz University of Medical Sciences, Shiraz, Iran. In order to conduct quantitative section, target population consisted of medical students fulfilling a researcher-made questionnaire which validity and reliability have been checked. Qualitative section has been started respectively attending focus group with Medical Education experts and structured interviews about the effect of gifted and talented schools on Medicine field entrance. Data after being gathered were analyzed using SPSS software.

Results: The present study is a mixed method study having two quantitative and qualitative sections conducted at Shiraz University of Medical Sciences. In quantitative section, target population consisted of Shiraz medical students. To gather data a valid and reliable researcher-made questionnaire was administered to students that 255 of them were fulfilled. In qualitative section semi structured interviews was done to ask Medical Education experts’ opinions. After data were gathered, SPSS software version 16 was used to analyze quantitative data.

Discussion and Conclusion: By focusing on studies conducted in other countries and the results derived from the present study, it can be concluded that studying at gifted and talented schools could be effective in passing entrance exam and entering Medicine field at university but it cannot improve critical and creative thinking among students which is recommended to other researchers to work on.

Keywords: Success, Gifted students, Entrance exam, Medical

Introduction

Gifted and talented students receiving extra educational services, up to date advanced curriculum, additional short and longterm courses due to their educational needs, better instructors, and more challenging educational environments than non-gifted students at regular education programs and schools [1]. Gifted and tal ented students need educational programs different from the conventional programs which have been presented to them at regular schools. Thus, they need providing educational programs which fulfill their educational needs, since they have abilities making them different from their peers in some cases [2]. The goal of educational programs is to enable GTS turning into autonomous, creative, and productive learners in the society as future professionals [3]. The educational programs need to be enriched with several qualities for GTS, for instance they should be flexible, so it can be applied every now and then, to develop each affective aspect of students to develop leadership skills, and to provide them with educational experiences [4]. Since extra educational programs have been provided to GTS, it has presented educational issues suiting students’ capabilities and interests which lead more families to such schools. It should also broaden students’ horizon of vision by providing opportunities to learn more along with providing enough space to practice critical thinking about any researches they may think about. The justification for continuing GTS educational programs at special schools is that the regular schools attend programs which are sometimes incapable to satisfy today’s students’ needs; therefore, they need special short and long-term educational programs. It is also necessary to develop a good quality of education by designing special enrichment programs in order to develop personal, cognitive, and social aspects [5]. Enrichment programs are defined as activities, experiences, and issues which lead GTS beyond existing regular curriculum, challenging their capabilities by fulfilling their curiosity and time expenditure on useful subject matters. The mentioned approaches also help learners achieving their creativity in the cognitive processes [6]. The enrichment programs could boost students’ personal motivation, and polish their talents towards getting acquainted to what is needed as future professionals. In addition, enrichment programs have positive effects on self-efficacy and self-regulation developing which help students passing high quality exams such as entrance exams held for entering good universities and high standards fields of study [7]. The importance of university entrance exam (UEE) in Iran cannot be denied due to being an only criterion for entering higher education. There has been intensive work by the Ministry of Education (ME), Ministry of Science, as well as private organizations in large and smaller towns to inform the high schools, pre-university institutions, instructors, students, parents, and the society in general about the importance of this test administration. This national exam covers most of the courses that students have learned during a period of four years of study at high school and pre-university institutions. This multiple-choice exam is being holding in five major groups of students depending on their fields of study at high school. If students gained appropriate scores, they would enter high quality fields at university such as Medicine [8]. The present study has been conducted under assess success rate of gifted and talented students in entrance exam of Medical School at Shiraz University of Medical Sciences.

Methods

The present study is a mixed method study including two quantitative and qualitative sections respectively conducted at Medical School affiliated to Shiraz University of Medical Sciences, Shiraz, Iran. Target population consisted of medical students. At quantitative section, a researcher-made questionnaire was administered to medical students. The Questionnaire validity is considered 0.86 by alpha Cronbach’s in a pilot study conducted on 20 medical students and its reliability is proved by experts of Medical Education. The mentioned questionnaire consisted of 7 questions. Totally 270 medical students studying Basic Sciences phase have been recruited to the study based on census. After all 255 questionnaires have been fulfilled and analyzed. The qualitative section was started respectively attending focus groups with Medical Education experts and structured interviews to ask their points of views about how gifted and talented schools could affect on success rate of entrance exam passing and entering medical schools. After data were gathered, they were entered to SPSS software version 16. Descriptive statistical methods were applied to analyze descriptive data and t-test was used to compare the difference existing between students studying at gifted and talented schools and regular ones. Qualitative data after being recorded were verbatimed and presented to experts participating in study to ask their final opinions.

Table 1:

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Results

This present study is mixed method consisting of two quantitative and qualitative sections. Results derived from both sections are as below: As it is demonstrated in (Table 1) medical students entered Medicine field at universities divided to 71% related to studying at Gifted & Talented schools and 29% at Governmental schools. Chi square test (p value<0.001) demonstrates the significant difference between two mentioned groups which means passing entrance exam and entering Medicine field at universities is more related to studying at Gifted & Talented schools. As it is demonstrated in (Table 2) medical students’ opinions about Effect of private teaching at gifted & talented schools, Effect of private courses of High School degree, Effect on Decision Making, Effect on Creative Thinking, Effect on being Successful and Effect on Competitive spirit and hardworking were positive and significantly meaningful. There was no significantly meaningful relation between two items of Effect on nurturing creativity and Effect on nurturing Critical Thinking in studying at both kinds of schools. In another part of this study, we compared the number of variables among the students in two groups. We distributed a questionnaire consisting of 60 items that evaluated 6 different domains between them. This questionnaire was acceptable by some of the relevant faculty members, and its reliability was confirmed by Cronbach’s alpha (0.82 .(In Table 3, we will describe and compare the variables in the two groups. All tests were performed at a confidence level of 0.95. According to the table above, there is a significant difference between the two groups in all six measured variables.

Table 2:

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Table 3:

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Discussion

Students with brilliant talents are students who show a higher level of performance in a special or general field than their peers, so these students need different training and learning programs based on their talent [9]. Studies have also shown that gifted students use more metacognitive skills than normal students [10], and have better cognitive skills [11] and gifted students’ memory ability is significantly better than ordinary students [12] Gifted students also show higher scores than normal students in self-regulation learning strategies [13] There are not enough studies conducted under the present study goal due to differences in educational systems and cultures. In the study done by Craig et.al in 2010 explaining “Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement and Behavior”, the results showed that studying at gifted and talented schools can both affect students’ achievement and behavior which is in line with the results of the present study [9].

The results of Johnson’s, Em-balleter and Pascal-Leone research showed that gifted learners used more self-encouraging strategies than their normal counterparts in dealing with boring assignments, and the results of Hug, Ping, and Rowel research, which confirmed that students Gifted in comparison with ordinary students, they are better off in terms of their inner worth, and their gifted people, in comparison with ordinary people, are trying to make their study curriculum interesting and enjoyable, even if it is a more difficult and time consuming task, and the existence of a difference Significant relationship between the motivational beliefs of gifted and normal students (Razavi et al, 2014) is consistent [14-16]. According to the results of the present study on the learning process, and the academic success and, eventually, the success of the job on the one hand and the training of the skills and habits of study on the other hand, it is recommended universities at the beginning of the entrance of students to the university, for guidance to new students. Provide effective educational programs for studying and updating study habits, and organize proper training classes and workshops for student awareness in this field, and intervening programs to enhance students’ general skills and habits (Both normal and brilliant talent) by defa More counseling is offered at universities so that it is advisable to provide the necessary guidance and counseling services to students at the beginning of each semester. It is also suggested that professors teach lessons based on student learning skills and consider students’ differences during their education. In another study conducted by Miraca et.al. [19] entitled “Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration, demonstrated that children who study at gifted and talented schools can be more successful at universities in future which is in line with the results of the present study [10].

Conclusion

By focusing on studies conducted in other countries and the results derived from the present study, it can be concluded that studying at gifted and talented schools could be effective in passing entrance exam and entering Medicine field at university but it cannot improve critical and creative thinking among students which is recommended to other researchers to work on [17-19].

Limitation

The present study has been conducted in small group of participants and in one culture with special educational system which cannot be related to other populations and cultures.

Recommendations

It is recommended to other researchers and stakeholders to do more researchers under the goal of present study.

Acknowledgement

The authors would like to thank all participants Medical School affiliated to Shiraz University of Medical Sciences and also who cooperated in the study.

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Friday, December 4, 2020

Lupine Publishers|Effect of Self-Care Model Intervention on Quality of Life of Children Undergoing Hemodialysis

 

  Lupine Publishers | Journal of Health Research and Reviews



Abstract

Children undergoing hemodialysis have poor quality of life. The purpose of this study was to evaluate the effect of self-care model intervention on quality of life of children undergoing hemodialysis. A quasi experimental design was used. The study was conducted in the Pediatric Hemodialysis Unit at Menoufia University Hospital, Shebin-Elkom city. A purposive sample of 30 children was selected to carry out this study. Three instruments were used in this study. They were a structured interviewing questionnaire, Standardized Quality Of Life (QOL) checklist and Orem’s self-care guidelines checklist. The results of this study showed significant improvement in children’s quality of life after implementation of self-care model. The total mean scores of children’s quality of life were 61.16±5.6634 on pretest compared to 34.33±2.88 and 33.66±2.32 on post and follow-up tests respectively. It was concluded that implementation of the self-care model improved quality of life of children undergoing hemodialysis on posttest than pretest. So, it was recommended that self-care model intervention should be implemented at all pediatric hemodialysis units to help children adapt and cope better with their disease limitations.

Keywords: Self-care model Intervention; Quality of life; Children undergoing Hemodialysis

Introduction

Children with chronic renal disease commonly have an incurable condition. They face a lot of problems during medical treatment which needs renal dialysis or kidney transplantation. The mortality rate for children with kidney disease remains 30 times higher than children without kidney disease [1]. Frequent hospitalization, infection, delayed growth and development, short stature, and bone disease are frequent complications (Nesic, 2014). Kidney disease is the nine leading cause of death in the world. The incidence among pediatric children on hemodialysis is around 15 million a year [2]. In general population more than 30 children in every 100,000 develop kidney failure each year and the rate increase with age from 4 to 6 years. Renal failure can happen rapidly over days, weeks or months or slowly over a period of years [3]. Acute renal failure may occur due to severe infection, sudden blockage to the drainage of the kidney, kidney stone, hemolytic uremic syndrome or nephrotic syndrome. It may occur as side effect of some medications and other rare conditions [2]. Acute kidney failure is manifested by drop in blood pressure, vomiting, diarrhea, dehydration and anuria [4]. Children undergoing hemodialysis experience many problems including sleep disorders, peripheral neuropathy, infection, psychological stress, anxiety and depression, cognitive changes, reduction of viscosity and so on [5]. Hemodialysis affects children’s quality of life and it can disrupt the amount of physical and social activity as well as life satisfaction (Coelho, 2014). Quality of life is a state of complete physical, mental and social well-being felt by an individual. It refers to children’s ability to enjoy normal life activities. It consists of physical, psychological and social aspects (Damiano, 2012). Having a model of nursing care in hemodialysis unit is completely essential to support children’s needs, ensure standard nursing care and maintain quality of care (Dobson, 2010). According to Orem’s self-care theory, Orem emphasized the role of the children to care for them. Self-care program is expected to be important in helping these children to maintain and gain their independence in performing their basic activities of daily living which in turn improve their quality of life (Masoodi, 2016).

i. Purpose: The purpose of this study is to evaluate the effect of self-care model intervention on quality of life of children undergoing hemodialysis

ii. Research Hypothesis: Children who received the selfcare model intervention had better quality of life on posttest than on pretest.

Methods

a. Research Design: A quasi-experimental design was utilized for this study (pre, post and follow up tests).

b. Research Setting: This study was conducted in the Pediatric Hemodialysis Unit at Menoufia University Hospital, Shebin El-kom city.

c. Sampling: A purposive sample of 30 children received hemodialysis through arteriovenous fistula was obtained from the previously mentioned settings.

d. Inclusion Criteria:

i. Children undergoing hemodialysis 2-3 times/week using arteriovenous fistula.

ii. Children aged from 4 to 18 years old who were undergoing hemodialysis for 3 months ago.

e. Exclusion criteria: Children who had other chronic physical illness such as diabetes mellitus, history of any psychiatric illness or neurological problems as head trauma.

Instruments: Three instruments were used for data collection.

Instrument One: A Structured Interview Questionnaire

It was designed by the investigator after reviewing related literature. It was divided into two parts:

a. Part One: Characteristics of Studied Children

It included questions about name, age, gender, residence, level of education and duration of hemodialysis

b. Part two: Medical History of Studied Children

It included questions about history of renal failure (onset, causes, history of other family member affection, medication taking and their adverse effect) (a=.0.97) (r=0.87).

Instrument two: Standardized Quality of Life (QOL) Questionnaire

It was adopted from Ware and Sherburne, (1992) and modified by the researcher to assess children’s quality of life. It was a structured interviewing questionnaire (short form-36). It consisted of six dimensions such as general health (3 items), Limitation of activities 10 items), physical health problems (4 items), emotional health problems (3 items) pain perception (2 items), energy and emotions (7 items). Each item is rated on a 3-point Likert scale and scored as follow (a=.0.97) (r=0.96).

a. Scoring System for Each Domain: (Table 1)

Table 1:

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Instrument three: Orem’s Self-Care Guidelines Checklist

It was adopted from Orem, (1991) and modified by the researcher to assess basic self-care needs of the studied sample. It was contained questions about children’s diet, fluids intake, elimination habits, hygienic care, activity and exercise, rest and sleep time, exposure to health hazards, and social interaction with others during social groups. Each item is rated on a 3-point Likert scale as follow (a=.0.97) (r=0.98).

a. Scoring System for Each Domain: (Table 2)

Table 2:

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Validity

For validity assurance purposes, three instruments were submitted to a jury of three experts in the pediatrics field (two professors in pediatric Nursing, and one professor in pediatric Medicine). The modifications were done to ascertain their relevance and completeness.

Ethical Consideration

a. A verbal consent was obtained from the parents of children undergoing hemodialysisto allow their children share in the study.

b. An initial interview was done to inform children and their parents about the purpose, benefits of the study and explain that that their children participation was voluntary and they had the right to participate or withdraw at any time.

Pilot Study

It was carried out on 3 children (10% of the sample) after developing the instruments and before starting the data collection to test the practicability, applicability and to estimate the needed time to fill the instruments. No necessary modifications were done. Therefore, the pilot study was included in the total sample.

Procedure

Written Permission

Prior to data collection, a written permission to carry out the study was obtained from the director of setting after submitting an official letter from the Dean of the Faculty of Nursing at Menoufia University explaining the purpose of the study and methods of data collection. Meetings were conducted first with the director of the setting to obtain permission for conducting the research explaining the aims and expected outcomes.

Data Collection (Assessment Phase)

a. Data was collected over a period of 6 months extending from the first of March to the first of September 2017. The data were collected according to the time table of cases attendance.

b. The researcher introduced herself to children and their parents before starting Self-care intervention.

c. Each child and their mother were interviewed before starting hemodialysis session.

d. Medical history for each child was collected before starting the intervention using instrument 1(pretest).

e. Assessment of quality of life and self-care needs were done by the researcher using instruments 2&3 (pretest).

f. Children needs and areas of self-care deficits were determined.

Conducting Self-Care Model Intervention

a. Individualized intervention based on Orem’s Self-Care model was applied to each child with face to face approach according to their developmental needs and deficit (self-care deficits).

b. Each child received 8 sessions (2session/week) over a period of one month.

c. Session 1: Each child received brief explanation about anatomy and functions of the kidneys, definition, causes and types of renal failure according to their developmental stage. This session lasted for 30 minutes. Oral presentation, discussion and booklet were used.

d. Session 2: Each child received brief explanation about causes, signs and symptoms of chronic renal failure, definition and advantages of hemodialysis according to their developmental stage. This session lasted for 30 minutes. Oral presentation, discussion and booklet were used.

e. Session 3: Each child received information about the steps that should be followed before starting hemodialysis session. This lasted for 20 minutes. Oral presentation and colorful booklet were used.

f. Session4: Demonstration about proper hand washing technique, face care, oral hygiene, hair, nail and foot care were provided to each child. The model and colorful booklet ere used. This lasted for 30 minutes.

g. Session 5: Each child received information about fistula and its danger signs of malfunction through oral presentation and colorful pictures. Demonstration about fistula care was provided by the researcher using doll simulation and each child given a chance to re demonstration the skill on the prepared model. This session lasted for 40 minutes.

h. Session 6: Each child received information about importance of sleep and rest as well as exercise through using oral presentation. Range of motion exercise, deep breathing and coughing exercise were demonstrated by the researcher. Each child asked to re demonstrate the exercise to ensure child’s competence. This session lasted for 40 minutes.

i. Session 7: Demonstration about bladder training exercise was provided by the researcher and each child asked to hold the urine for at least 5 minutes before starting urination in order to strength his/her muscles and keep on training for several time a day(redemonstration). This lasted for 30minutes.

j. Session 8: Each child received information about diet regimen and signs of edema. Oral presentation and colorful pictures were used. Demonstration about wound care was provided through using doll simulation and each child get a chance to redemonstrate the procedure on the prepared model. This lasted for 40 minutes

Reassessment Phase

Reassessment for quality of life and self-care were done immediately for each child post intervention using the same instruments (posttest).

Follow Up Phase

Follow- up was done after 3 months (follow up test).

Data Analysis

was coded and transformed into specially designed form to be suitable for computer entry process. Data was entered and analyzed by using SPSS (Statistical Package for Social Science) statistical package version 21. Graphics were done using Excel program. Quantitative data was expressed as mean & standard deviation (X±SD) and analyzed by using ttest for comparison between means. Qualitative data was expressed in the form of number and percentage (No & %). It was analyzed by using chisquare test (X²). Pearson correlation was used for explaining relationship between normally distributed quantitative variable. A statistical significant difference was considered if P<0.05. A highly statistical significant difference was considered if P<0.001.

Results

a. Table 3 Showed distribution of studied children according to their socio-demographic characteristics. As indicated in the table the highest percentage of the studied children was in age group from 8to18 years old and more than half of them were boys (56.7%). Also, 60% of studied children had preparatory education and live in village. Regarding the onset of hemodialysis, it was found that the majority started dialysis at age 1 and less than 4 years old (80%).

Table 3: Distribution of studied children according to their Sociodemographic Characteristics.

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b. Table 4 Clarified distribution of studied children according to their medical history. As indicated in the table 76.7% of the family members were not affected with kidney problems while more than half of studied children had unilateral kidney affection. Also, it was found that the majority of children get regular medication and had no adverse effect (86.7% & 66.7%) respectively.

Table 4: Distribution of studied children according to their medical history.

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c. Table 5 Showed distribution of children’s according to their ability to meet therapeutic demands based on their universal self-care requisites on pre, post and follow up test. The table revealed that majority of children was wholly compensatory on pre intervention. Then they becameable to do self-care through supportive educative on post and follow up test in relation to their breathing pattern, fluids intake and output problems, hazards exposure and their social problems. So, there was a highly statistical significant difference at 0.001 level of statistical significance.

Table 5: Children’s ability to meet their therapeutic demands based on their universal self-care requisites on pre, post and follow up test.

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d. Table 6 Showed children’s ability to meet their therapeutic demands based on their health deviation self-care requisites on pre, post and follow up tests. The table revealed that majority of children was partially compensatory on pre intervention. Then they became supportive educative on immediate post and follow up tests in relation to their hygiene, brush teeth, bathing, change clothes, foot and hair care. So, there was a highly statistical significant difference at 0.001 level of statistical significance.

Table 6: Children’s ability to meet their therapeutic demands based on their health deviation self-care requisites on pre, post and follow up test.

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e. Table 7 Showed distribution of children’s quality of life domains on pre, post and follow up test. It was indicated that the majority of children who had physical health problems their quality of life improved on post and follow up tests than on pretest (63.33% , 76.6% vs. 0.00) respectively. As well as, more than half of them (60.0%) had good quality of life regarding their limitation of activities and pain perception on post and follow up test.

Table 7: Distribution of children’s quality of life domains on pre, post and follow up test.

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f. Table 8 Represented total mean scores of children’s quality of life on pre, post and follow up tests. Mean score on pre intervention was61.16±5.6634compared to 34.33±2.88 and 33.66±2.32 on post and follow-up tests respectively. It was obvious that a highly statistical significant difference was found at 0.001 level of statistical significance.

Table 8: Distribution of children’s quality of life domains on pre, post and follow up test.

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g. Table 9 Revealed the effect size of self-care intervention model on children’s quality of life. The table reflected that the self-care model had high practical effect on children quality of life immediately post intervention (<0.8) in all quality of life domains.

Table 9: Effect size of self-care model of intervention on children’s quality of life.

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Discussion

Promotion of self-care activities for children undergoing hemodialysis is crucial in enhancing their ability to perform their daily living activities [6]. Self-care and adaptation to the disease can lessen children’s physical problems, enhance the quality of their life and reduce dependency (Hinkle, 2013). The current study hypothesized that children who received the self-care model intervention would have better quality of life on posttest than on pretest. In relation to the study hypothesis, the present study illustrated that children who received the designed self-care intervention had significant improvements on all quality of life domains on immediate post and follow up test than pretest. This could be attributed to the different educational strategies which were provided by the researcher in the form of oral presentations, discussion, doll simulation and explanatory colorful booklets that enhance their quality of life. Such finding came in agreement with Rahimi [7] who conducted a study about “Effect of continuous care model on quality of life in hemodialysis children of Tehran” he reported that using continuous care model had positive effects on several parameters of the hemodialysis children such as their quality of life.

In addition, this finding was consistent with Mohammed [8] who conducted a study about “The effect of an interventional program based on self-care model on health-related quality of life outcomes in hemodialysis children” He revealed that using self-care model had significant effects on all quality of life dimensions including social and physical function, general health, etc. Furthermore, this result was consistent with Hossein [9] who conducted a study about “The effectiveness of self-management program on quality of life among hemodialysis children” He revealed that children’s quality of life improved after administering self-care training program and increased children’s quality of life. Concerning breathing pattern problems, the present study showed that children’s breathing problems decreased on post and follow up test than on pretest ( 10% & 0.00% vs. 93.3%) respectively. This finding came in line with Agrawal [10] who conducted a study about “Acute intradialytic complications in End Stage Renal Disease on Maintenance Hemodialysis” He reported that all children undergoing hemodialysis suffered from dyspnea, symptomatic hypoxia and chest pain on pretest and these symptoms were reduced after intervention.

On the other hand, this finding was incongruent with Abd Allah [11] who conducted a study about “Assessment of Self-Care Practice of children on Maintenance Hemodialysis at Cairo University Hospitals” She mentioned that about one third of the children had been rarely experienced breathing symptoms. Regarding fluids intakes and output problems of the studied children, the current study showed that children’s fluids intake and output problems decreased on post and follow up test than pretest. This finding was supported by Schmid (2013) who conducted a study about “Adherence to Prescribed Oral Medication in Patients Undergoing Chronic Hemodialysis.” He mentioned that more than three quarters of the studied children had fluids and electrolytes imbalance. On the contrary, the finding was incongruent with Farrington [12] who conducted a research about “Studied the demographic and clinical characteristics between fluid-adherent and non-adherent children.” He mentioned that most of children adherence to fluids balances that lead to treatment success. From the researcher perspective the nurse should focus the health education on this problem because failure to adhere to fluids and electrolytes balance may lead to increase complications, costs and decreased survival rate.

Regarding nutritional difficulties of the studied children, the current study revealed that the majority of children (90%) suffered from difficulties with nutrition on pre intervention and decreased on post and follow up test. This finding came in a line with Abd Allah [11] and Kabahizi [13] who conducted a study about “Impact of Education Program on Protein Balance among Hemodialysis Patient” They mentioned that around 54.9% of the total sample had troubles in the form of nausea and difficulty in digestion some days while more than one third had hyperacidity and difficulty of chewing. On the other hand, this finding contradicted with Mahmoud [14] who conducted a study about “Continuous ambulatory peritoneal dialysis in Egypt progression despite handicaps” He found that the minority of children reported nutritional troubles symptoms and the most commonly observed GIT disturbances were nausea and vomiting immediately after dialysis session ended.

Concerning sleeping pattern problems of studied children, the present study illustrated that the majority of children (93.3%) suffered from sleeping pattern problems on pre intervention and decreased on post and follow up test (26.7%&23.3%) respectively. This finding came in agreement with Narita [3] who conducted a study about “Etiology and prognostic significance of severe uremic pruritus in chronic hemodialysis patients” He reported that more than 70% of patients complained of sleep disturbance due to itching. Regarding the children’s personal hygiene, this study revealed that more than three quarters of the studied children (86.7%) had bad hygiene on pre intervention and improved on post and follow up test (10%&6.7%) respectively. This result congruent with Cerver [15] who conducted a study about “Dental and personal hygiene management in renal failure children on dialysis” He found 90% of studied children suffer from bad personal hygiene. On the other hand, this finding was incongruent with Parsons (2010) who conducted a study about “Self-Care Ability in Hemodialysis Patients” who described that the sick children should had personal deficits normally expected related to the disease.

In relation to the fistula care, the current study revealed that majority of children had bad fistula care (80%) on pre intervention then improved immediately on post and follow up test (16.7%&16.7%). This finding came in a line with Abd Allah [11] who mentioned that the majority of studied children (90%) had bad shunt care. On the other hand, this finding disagreed with Roger [16] who conducted a study about “Impact of Dialysis Adequacy on Patient Outcomes.” He reported that more than two thirds of the children were used hot compress over the shunt in order to keep the site of shunt clean. Concerning medication awareness, the current study illustrated that the majority of children (83.3%) completely dependent on their caregiver to follow the medication regimen on pre intervention and become independent on post and follow up test (00.0%&00.0%). This finding was congruent with Ricka [17] who conducted a research about “Assessment of Acute Complications in End Stage Renal Disease on Maintenance Hemodialysis” He mentioned that children were non-compliant with medication regimen on pretest while on post-test the majority followed the medication regimen.

Regarding the total mean scores of quality of life of the studied children, the present study illustrated that the total mean scores of quality of life significantly increased after implementation of self-care model which indicated that the provided intervention was effective. This finding was supported by Broumand [18] who conducted a study about “The effect of self-care educational program on decreasing the problems and improving the quality of life of hemodialysis children” He revealed that the mean of quality of life had increased from 46.69 to 54.64 after education. On the other hand, this finding contradicted with Abd El-Tawab [19] who mentioned that most of children undergoing hemodialysis had poor quality of life after intervention where they cannot communicate with others. Regarding effect size of self-care model intervention on children’s quality of life, the current study clarified that selfcare model had high practical effect on children quality of life after implementation of self-care intervention (<0.8) in the majority of all aspects of their quality of life. This finding was similar to Ferrans [20] who conducted a research about “Quality of life hemodialysis patients” He mentioned that 89% of children changed their quality of life after receiving the intervention [21-25].

Conclusion

Based on the current findings, the present study concluded that implementation of self-care model intervention improved quality of life of children undergoing hemodialysis on post and follow-up tests than on pretest [26-30].

Recommendations

Based on the findings of the present study, the following recommendations are suggested:

a. Ongoing in-service education programs about self-care model intervention should be designed and implemented at all pediatric hemodialysis units to improve children’s quality of life.

b. Self-care intervention should be integrated as a part of routine care for children undergoing hemodialysis.

c. Advanced booklets regarding self-care should be available at each pediatric hemodialysis unit.

d. Application on larger sample should be done to ensure generalizability of the results.

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