The impact of educational interventions for patients living with indwelling urinary catheters: A scoping review

Abstract

Aim: To explore the impact of educational interventions for patients living with indwelling urinary catheters.

Methods: Systematic scoping review in accordance with PRISMA guidelines, 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 (QI-MQCS V 1.0) tools. Studies (n = 446) were retrieved from CINAHL, Cochrane Library, Scopus and Medline from 2000 to 2020.

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 UK, 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 15–99 years. Study design varied; there were 11 quantitative and 4 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.

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 living with indwelling urinary catheters in the community.

Impact: This review addressed the educational needs of patients living with indwelling urinary catheters and the impact of educational interventions. 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.

Keywords:

• education
• counselling
• urinary catheter
• self-management
• nursing

Acknowledgments

This research was supported by the Integrated and Community Health, Western Sydney Local Health District and Western Sydney Nursing and Midwifery Research Centre. We thank Anjalee Amarasekera (Research officer, Western Sydney Nursing and Midwifery Research centre) for assistance with literature searching and data extraction. We would also like to show our gratitude to Rose Roco (Nurse Manager) and our nursing colleagues for sharing their pearls of wisdom with us during the course of this research. JA and CF were responsible for the study conception and design, JA and CF organised the data collection, JA, CF, and YS performed the data analysis. JA, YS, CF, JM and LR were responsible for drafting the manuscript. All authors (JA, YS, CF, LR, JM & JF) made critical revisions to the paper for important intellectual content.

Notes

^{a a}add a space between catheterisation and Health education.

^{b b}C- capital.

Additional information

Funding

Joby Alex received funding from a 2019 Western Sydney Local Health District – Research & Education Network, Nursing & Midwifery Research Kickstarter Grant and a 2020 Western Sydney Local Health District - Integrated & Community Health Research Launchpad Grant. Joby Alex is a PhD student at the School of Nursing & Midwifery, Western Sydney University. JA is supported by an Australian Government Research Training Program (RTP) Scholarship. Dr Caleb Ferguson is supported by a 2018 Postdoctoral Research Fellowship (ref: 102168) from the National Heart Foundation of Australia.