Tribes Sharing Life: Results from a Pilot Test of an Organ and Tissue Donation Education Intervention for American Indian Tribal College Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/159895
Type:
Presentation
Title:
Tribes Sharing Life: Results from a Pilot Test of an Organ and Tissue Donation Education Intervention for American Indian Tribal College Students
Abstract:
Tribes Sharing Life: Results from a Pilot Test of an Organ and Tissue Donation Education Intervention for American Indian Tribal College Students
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2010
Author:Fahrenwald, Nancy, PhD, RN
P.I. Institution Name:South Dakota State University
Title:College of Nursing
Contact Address:Box 2275, Brookings, SD, 57007, USA
Contact Telephone:605 688 4098
Co-Authors:N.L. Fahrenwald, College of Nursing, South Dakota State University, Brookings, SD;
Problem: Many racial/ethnic minority groups have a great need for organ donation because of a high prevalence of chronic diseases that lead to organ failure. Among American Indians (AIs) there is a dire need for renal transplantation largely due to type 2 diabetes. Consent rates for deceased donation among AIs are low. Purpose: To test a multi-state, culturally-targeted intervention to increase intent to serve as an organ/tissue donor among AI tribal college students. Conceptual Framework: The study was derived from the Transtheoretical Model and based on the cultural traditions of story-telling and gift giving. Design/Method: A community-based participatory research approach and a 2-group quasi-experimental design were used. Six tribal colleges were matched by size then randomly assigned to two groups. Intervention: The experimental program was classroom-based education (print, video and web-based materials). The control intervention was posted print materials promoting the project web-site. Sample: AI adults attending tribal colleges (N=399). Measures: Outcomes were (a) stage of motivational readiness to serve as an organ/tissue donor measured using a previously tested survey, and (b) self-report of enrollment in a state registry. Results: The classroom based approach enrolled significantly more students than print materials only (p<.001). Of all who enrolled, there were no significant group differences in changes in either stage of motivational readiness to register as a donor or in registry enrollment by group (p>.05); 61% of all participants progressed in stage of readiness and 20% enrolled in a state registry. McNemar's test of significance for dependent samples was used to compare pre-and post-intervention stage of motivational readiness for all participants who were categorized as stage non-progressed (no change in stage of readiness, 39%), or stage progressed (progressed one or more stages of readiness, 61%). No participants regressed in stage. Progression in stage of readiness from pre- to post-intervention was significant, Chi 2 (1) = 17.79, p <.05. Both interventions resulted in important changes in intention to serve as an organ/tissue donor for AI college students. Greater numbers were enrolled from the classroom based approach.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTribes Sharing Life: Results from a Pilot Test of an Organ and Tissue Donation Education Intervention for American Indian Tribal College Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159895-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Tribes Sharing Life: Results from a Pilot Test of an Organ and Tissue Donation Education Intervention for American Indian Tribal College Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Fahrenwald, Nancy, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">South Dakota State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">College of Nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Box 2275, Brookings, SD, 57007, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">605 688 4098</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Nancy.Fahrenwald@sdstate.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">N.L. Fahrenwald, College of Nursing, South Dakota State University, Brookings, SD;</td></tr><tr><td colspan="2" class="item-abstract">Problem: Many racial/ethnic minority groups have a great need for organ donation because of a high prevalence of chronic diseases that lead to organ failure. Among American Indians (AIs) there is a dire need for renal transplantation largely due to type 2 diabetes. Consent rates for deceased donation among AIs are low. Purpose: To test a multi-state, culturally-targeted intervention to increase intent to serve as an organ/tissue donor among AI tribal college students. Conceptual Framework: The study was derived from the Transtheoretical Model and based on the cultural traditions of story-telling and gift giving. Design/Method: A community-based participatory research approach and a 2-group quasi-experimental design were used. Six tribal colleges were matched by size then randomly assigned to two groups. Intervention: The experimental program was classroom-based education (print, video and web-based materials). The control intervention was posted print materials promoting the project web-site. Sample: AI adults attending tribal colleges (N=399). Measures: Outcomes were (a) stage of motivational readiness to serve as an organ/tissue donor measured using a previously tested survey, and (b) self-report of enrollment in a state registry. Results: The classroom based approach enrolled significantly more students than print materials only (p&lt;.001). Of all who enrolled, there were no significant group differences in changes in either stage of motivational readiness to register as a donor or in registry enrollment by group (p&gt;.05); 61% of all participants progressed in stage of readiness and 20% enrolled in a state registry. McNemar's test of significance for dependent samples was used to compare pre-and post-intervention stage of motivational readiness for all participants who were categorized as stage non-progressed (no change in stage of readiness, 39%), or stage progressed (progressed one or more stages of readiness, 61%). No participants regressed in stage. Progression in stage of readiness from pre- to post-intervention was significant, Chi 2 (1) = 17.79, p &lt;.05. Both interventions resulted in important changes in intention to serve as an organ/tissue donor for AI college students. Greater numbers were enrolled from the classroom based approach.</td></tr></table>en_GB
dc.date.available2011-10-26T22:26:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:26:06Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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