NUR 665 Annotated Bibliography

Annotated Bibliography

Evidence-based teaching and assessment methods must be used in nursing education, especially in specialized areas like dialysis care, to help students think critically and safely use what they have learned (Da Silva-Lugo & Sharma, 2025). The modern literature on dialysis nursing education strategies is reviewed in this annotated bibliography. The focus is on both technical material and teaching methods. It includes research on dialysis interventions for both students and patients, assessment methods applicable in nursing school, and teaching methods practical in renal care practicum settings. Each review discusses important results, methods, and their implications for nurse educators.

Dialysis/Renal Education

Leong, F. F., Aloweni, F. B. a. B., Choo, J. C. J., & Lim, S. H. (2023). Patient education interventions for hemodialysis and peritoneal dialysis catheter care: An integrative review. International Journal of Nursing Studies Advances, 5, 100156. https://doi.org/10.1016/j.ijnsa.2023.100156

Leong et al. (2023) conducted an integrative review to examine all the data on patient education programs for hemodialysis and peritoneal dialysis catheter care, as well as their impact on learning and clinical outcomes. The review used the framework created by Whittemore and Knafl to look at 14 works found in the PubMed, CINAHL, Cochrane Library, and ProQuest databases. The results showed significant differences in how the teachers taught, using written materials, training videos, vendor-led sessions, and multisensory programs that applied adult learning theory. More than 15 hours of structured training and actual evaluation tools were linked to better knowledge retention and fewer infections, such as peritonitis, that are caused by catheters. However, there was still not enough proof to say for sure whether written or video-only materials worked. To ensure patients are competent in catheter care and to improve patient safety and treatment outcomes in dialysis settings, the authors emphasize that patient education should be tailored to each individual, incorporate a variety of learning methods, and be based on adult learning principles.

Hurst, H., Figueiredo, A. E., Moran, D. P., Brunier, G., Neumann, J. L., Trejo-Villeda, M. A., & Chow, J. (2025). Peritoneal dialysis training and interventions: A narrative review. Peritoneal Dialysis International. https://doi.org/10.1177/08968608251328517

Hurst et al. (2025) conducted a narrative review to examine how peritoneal dialysis (PD) training methods and educational tools affect the outcomes of adult PD patients in their programs. The authors carefully looked over 982 records, and 21 studies met the standards for inclusion. Using a variety of research methods, these studies looked at different ways to train people with PD, such as individualized lessons, retraining programs, simulations, and structured nurse-led education. The results showed much variety in the length of training, its delivery, and its grading. Even though the data were mixed, several studies showed that individualized, competency-based education and regular retraining reduced cases of peritonitis and improved technique survival. The review emphasized the need for standard outcome measures and pre-training tests to make sure that training is tailored to the needs and abilities of each patient. Hurst et al. conclude that the best way to improve PD education is to use consistent evaluation frameworks and nurse-led, patient-centered methods. These methods help people remember what they have learned, stick with their treatment plans, and achieve better overall results from dialysis.

Evaluation Strategies in Nursing Education

Sajjadi, S. L., Ghafourifard, M., & Khosroshahi, H. T. (2024). The effect of individualized education on learning needs of patients undergoing hemodialysis: a randomized controlled clinical trial. BMC Nephrology, 25(1). https://doi.org/10.1186/s12882-024-03886-3

The research by Sajjadi et al. (2024) used a single-blinded randomized controlled trial to see how individualized education affected the learning needs of people who were getting hemodialysis (HD). The study had 102 people who were randomly assigned to either a group that got individualized instruction or a control group that got regular instruction from brochures. The Patient Learning Needs Scale (PLNS) was used to measure learning needs at the start, right after the intervention, and three months later. The individualized group performed much better, as shown by their lower PLNS scores, which reflect fewer unfilled learning needs (p < 0.001). Customized education, considering the patient’s preferences and level of literacy, helped them remember what they learned and take care of themselves in the long run. The research shows that using validated tools like PLNS to analyze individualized education can effectively ensure that dialysis education programs employ the best evidence-based methods. These results help nurse educators determine how to teach in clinical situations and adjust their methods based on the needs of each student.

Lu, Z., Zhu, J., & Chen, C. (2024). Performance of the flipped classroom teaching method during hemodialysis training of nurses. Revista Da Escola De Enfermagem Da USP, 58. https://doi.org/10.1590/1980-220x-reeusp-2024-0276en

Lu et al. (2024) examined the effectiveness of the flipped classroom (FC) model and standard lecture-based learning (LBL) models in training hemodialysis nurses. In this randomized study, 46 nurses were split evenly between two groups: FC and LBL. The FC group watched videos before class, discussed cases, and then used their skills in class. The LBL group, on the other hand, went to regular lessons. After training, students were tested on their theoretical understanding, clinical practice skills, ability to learn independently, and happiness. The students in the FC group performed much better in knowledge mastery, hands-on skills, and self-directed learning (p < 0.05), and they were happier with the way they were taught. The study highlights the flipped classroom as an evidence-based evaluation approach. It shows how combining performance-based assessments with learner feedback can make education more effective. These data show that active, learner-centered approaches can help nurse educators evaluate and improve dialysis training outcomes.

Teaching Strategies

Astan, P. G., Goli, R., Maslakpak, M. H., Rasouli, J., & Alilu, L. (2022). The effect of evidence‐based nursing education on nurses’ clinical decision making: A randomized controlled trial. Health Science Reports, 5(5). https://doi.org/10.1002/hsr2.837

In 2022, Astan et al. conducted a single-masked randomized controlled study to examine how evidence-based nursing education affected dialysis nurses’ ability to make clinical decisions. Sixty nurses from dialysis wards were split into two groups: the intervention group and the control group. The intervention group got 12 structured, evidence-based education lessons over the course of one month. A questionnaire called the Lauri and Salantera Clinical Decision-Making Questionnaire (LSCD-MQ) was used to collect data before, one week after, and one month after the intervention. The intervention group’s decision-making scores were significantly higher than the controls’ scores (p < 0.001). This was because the subjects switched from using intuitive reasoning to using analytical reasoning. The results show that systematic, evidence-based teaching makes it easier for nurses to think critically and make good decisions when caring for people on dialysis. The study supports the use of interactive, evidence-based teaching methods, such as case studies and guided inquiries, to improve clinical skills and encourage reflective practice in nursing schools.

Da Silva-Lugo, I., & Sharma, S. (2025). Improving home dialysis education and fellowship training. Kidney and Dialysis, 5(3), 35. https://doi.org/10.3390/kidneydial5030035

In 2025, Da Silva-Lugo and Sharma examined the problems and challenges currently present in teaching and training nephrology fellows in performing home dialysis. The narrative talks about how home therapies are still not used enough in the US, even though they have been shown to help. It says this is because healthcare students are not exposed to them enough or do not trust them. The writers suggest a variety of teaching methods, including long-term rotations, planned lessons, hands-on practice with home dialysis, and special one-year fellowships for people who do home dialysis. These training methods are based on research and are meant to improve clinical competence, help students master skills, and develop leadership in nephrology education. The review stresses the importance of combining traditional learning with methods based on experience, simulations, and mentorship to improve training results. The authors support structured, competency-based learning frameworks as a way to prepare future clinicians to provide safe, effective, and patient-centered dialysis care. These strategies can be directly applied to nursing education practicum settings that focus on managing renal disease.

Conclusion

To improve dialysis nursing education by connecting information, practice, and decision-making, evidence-based teaching strategies are essential. Individualized, competency-based, and hands-on learning were emphasized in all the studies considered important for better patient outcomes and professional competence. Using flipped classrooms, case-based analysis, and structured fellowships together helps students think critically, gain confidence, and remember skills over time. This makes sure that nursing programs prepare clinicians well to provide safe, evidence-based renal care in a variety of clinical settings.

References

Astan, P. G., Goli, R., Maslakpak, M. H., Rasouli, J., & Alilu, L. (2022). The effect of evidence‐based nursing education on nurses’ clinical decision making: A randomized controlled trial. Health Science Reports, 5(5). https://doi.org/10.1002/hsr2.837

Da Silva-Lugo, I., & Sharma, S. (2025). Improving home dialysis education and fellowship training. Kidney and Dialysis, 5(3), 35. https://doi.org/10.3390/kidneydial5030035

Hurst, H., Figueiredo, A. E., Moran, D. P., Brunier, G., Neumann, J. L., Trejo-Villeda, M. A., & Chow, J. (2025). Peritoneal dialysis training and interventions: A narrative review. Peritoneal Dialysis International. https://doi.org/10.1177/08968608251328517

Leong, F. F., Aloweni, F. B. a. B., Choo, J. C. J., & Lim, S. H. (2023). Patient education interventions for hemodialysis and peritoneal dialysis catheter care: An integrative review. International Journal of Nursing Studies Advances, 5, 100156. https://doi.org/10.1016/j.ijnsa.2023.100156

Lu, Z., Zhu, J., & Chen, C. (2024). Performance of the flipped classroom teaching method during hemodialysis training of nurses. Revista Da Escola De Enfermagem Da USP, 58. https://doi.org/10.1590/1980-220x-reeusp-2024-0276en

Sajjadi, S. L., Ghafourifard, M., & Khosroshahi, H. T. (2024). The effect of individualized education on learning needs of patients undergoing hemodialysis: a randomized controlled clinical trial. BMC Nephrology, 25(1). https://doi.org/10.1186/s12882-024-03886-3

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Assessment Traits

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Assessment Description

An effective nurse educator applies current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.

The purpose of this assignment is to create an annotated bibliography of evidence-based teaching strategies for your nursing education practicum setting and population.

Select a topic you would like to address at your nursing education practicum setting.

Find a total of 6 peer-reviewed/scholarly resources that you will use to create an annotated bibliography.

• Two peer-reviewed/scholarly resources should focus on the specific topic you want to address at your nursing education practicum setting (i.e., consider specific patient demographic/population or needs that are underserved at your nursing education practicum setting).
• Two peer-reviewed/scholarly resources should identify evidence-based evaluation strategies that would be appropriate to use within the nursing education practicum setting with a specific audience.
• Two peer-reviewed/scholarly resources should identify evidence-based teaching strategies used to address the topic at your nursing education practicum setting.

Each peer-reviewed/scholarly resource used in the annotated bibliography should have a 150-word summary that provides brief synopsis of the article.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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Annotated Bibliography – Rubric

Rubric Criteria

Total40 points

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