Document Type: Original Article
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran;
Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran;
Department of E-Learning, Virtual School ,Center of Excellence for E-Learning in Medical Science, Shiraz University of Medical Sciences, Shiraz, Iran
Background: Proper education can improve the quality of life. Multimedia as an interactive educational method and booklet as a traditional one have their own unique effects. This study aimed at compare the interactive multimedia and booklet methods at the time of discharge on the quality of life of kidney transplant patients.
Methods: In this single-blind interventional study, 80 patients from Bouali Hospital, Shiraz, from
September 2017 until June 2018 were selected by convenience sampling, and then divided into two
groups (booklet and interactive multimedia) by block randomization. Intervention for the first group
included short and long-term care information in the form of a booklet, and an interactive multimedia
CD with the same content for the second group. Quality of life was assessed by kidney transplant
questionnaire (KTQ) at the time of discharge and after two months. Adherence to education was
verified by phone. The data were analyzed through SPSS v.24 software using independent and paired
t-tests. PResults: The mean overall quality of life score in both groups increased significantly, P=0.044 for the
booklet group and P=0.039 for the multimedia group. In emotional, fatigue, uncertainty/fear domains, both groups showed improvement after the intervention (P<0.05). However, in physical symptoms and appearance domains, differences were not significant, before and after education. After intervention, no significant difference was observed between the two groups in the overall and specific domains of quality of life score (P=0.437).
Conclusion: Both methods had positive impacts on the quality of life and emotional, fatigue and uncertainty/fear domains.