Abstract: SA-PO200
Improving Health Behavior and Supporting Kidney Health Literacy in Kids to Prevent Kidney Disease
Session Information
- Educational Research
October 27, 2018 | Location: Exhibit Hall, San Diego Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 800 Educational Research
Authors
- Wright Nunes, Julie A., University of Michigan Health System, Ann Arbor, Michigan, United States
- Eagle, Kim, University of Michigan Health System, Ann Arbor, Michigan, United States
- Ransier, Ben, University of Michigan, Project Healthy Schools, Ann Arbor, Michigan, United States
- DuRussel-Weston, Jean, University of Michigan, Project Healthy Schools, Ann Arbor, Michigan, United States
- Newman, Brad, University of Michigan, Project Healthy Schools, Ann Arbor, Michigan, United States
- Rao, Panduranga S., University of Michigan Health System, Ann Arbor, Michigan, United States
Background
The majority of chronic kidney disease (CKD) is preventable and largely depends on health knowledge and behaviors acquired early in life.There is a paucity of research examining ways to improve youth health behavior and education to prevent CKD.
Methods
The objective of this study was to pilot test a literacy-sensitive kidney education module to support healthy behavior and reduce long-term modifiable risk factors for kidney disease in youth located in two middle schools; one within the city of Detroit, Michigan. The other, in a suburb outside of Detroit. The kidney education module included 3 kidney health lesson plans delivered to 6th and 7th-grade students by their science teachers during science class. Content was didactic and hands-on, and included education on kidney structure, function and behaviors needed to reduce risk for CKD. We assessed feasibility of and fidelity to the kidney education module by direct observation, and elicited student and teacher perspectives about the program using standardized surveys.
Results
One-hundred and ninety-one (n=191) students received the kidney education module; 53% were located in the Detroit-based middle school and 47% in the outlying suburb. Collective demographics were: 28% African American, 50% female, 33% Hispanic or Latino, 12% Asian, and < 10% other / combined races. Science teachers (n=3) exhibited high fidelity with 100% completion of all 3 lesson plans at both middle schools. Eighty-five percent of students said they learned "a good amount / a lot"; 76% thought the kidney education would be helpful for other students; 51% shared what they learned with family or friends; and 65% said they were interested in receiving more science lessons about other body systems. Teachers and students reported an increase in knowledge about the kidneys and kidney disease. Next steps will include assessment of long-term knowledge gains and intent for behavior change in students over time.
Conclusion
Our kidney education module was feasible to implement seamlessly into two diverse middle school science curriculums. Both teachers and students reported immediate knowledge gains. Students rated the program very favorably. Future work will examine associations between the kidney education module and additional psychosocial, behavioral and clinical indices in students over time.
Funding
- NIDDK Support