Liver recipient care transition: educational game content
DOI:
https://doi.org/10.5327/Z1414-4425202429993Keywords:
Transitional care, Education in nursing, Health education, Educational technology, Liver transplantAbstract
Objective: To explore, through the recipients' experiences, which information about postoperative care is perceived as crucial to include in an educational game aimed at strengthening home care. Method: A qualitative, descriptive, and exploratory study with an interpretative paradigm. Anchored in Dorothea Orem's self-care theory and conducted at a liver transplant reference hospital located in Southern Brazil, including patients who underwent liver transplants between 2019 and 2021. The information was gathered through a semi-structured interview guide containing two open-ended questions. The data were transcribed and submitted to Bardin's content analysis process. Results: Twelve recipients participated in the study. The indication for the transplant was related to the hepatitis C virus in four cases. The mean time on the waiting list was two months, and the average Model for End-Stage Liver Disease (MELD) score was 14.75. The results were organized into three categories: weaknesses in home care related to blood glucose monitoring, insecurity in the use of insulin therapy at home after the transplant, and difficulties accessing and using immunosuppressants. Conclusion: The main information suggested for the game are focused on the use of the glucose monitor, insulin, and medications. The data collected in the study provided information for developing the content of an educational game.
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Copyright (c) 2024 Ariadne Matzembacher da Silva, Neide da Silva Knihs, Sibele Maria Schuantes Paim, Aline Lima Pestana Magalhães, Vitória Carolini Gomes, Juliana Trierveiler

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