Processes of knowing in the translation of a health communication intervention for dialysis patients awaiting kidney transplantation

Objective: To strengthen patients' health literacy and their role as active knowledge actors, we developed a health communication intervention including a film-viewing and counselling session for patients awaiting kidney transplantation. We aimed to explore processes of knowing in the translation of the intervention. Methods: We applied an ethnographic research approach, observing nine intervention sessions with patients and dialysis nurses. Afterwards, the patients and the nurses were interviewed in-depth. Data were analysed using Engebretsen's modified version of Lonergans' four-step model of knowing. Results: The following knowing processes were identified: i) Knowing as meaning-making; ii) Knowing as acquiring confidence; and iii) Accessing professionals' and peer experts' knowledge. Divergent considerations were taken by the different knowledge actors, which had a direct influence on the knowing processes and knowledge translation. Conclusions: The findings support active interactions between patients and healthcare providers in processes of knowing. These include self-conscious approaches and critical questioning in both parties. Practice implications: For transplant professionals, this study demonstrates knowing processes in a reallife context. It also spotlights professional skills and attitudes regarding the importance of self-conscious questioning and a critical interrogating position (for both patients and providers). (C) 2020 Elsevier B.V. All rights reserved.

Automated summary

The study identified processes of knowing in patients awaiting kidney transplantation, including meaning-making, acquiring confidence, and accessing professional knowledge. Active interactions between patients and healthcare providers were found to be crucial in knowledge translation, requiring both parties to engage in self-consciousness and critical questioning.