Living Well on Haemodialysis: feasibility and acceptability trial of an online Acceptance and Commitment Therapy (ACT) programme for people receiving kidney haemodialysis

Journal article


Elander, J., Stalker, C., Arborg, M., Coyne, E., Kapadi, R., Taal, M.W., Selby, N.M. and Mitchell, K. 2023. Living Well on Haemodialysis: feasibility and acceptability trial of an online Acceptance and Commitment Therapy (ACT) programme for people receiving kidney haemodialysis. Journal of Contextual Behavioral Science. 30, pp. 41-49. https://doi.org/10.1016/j.jcbs.2023.08.008
AuthorsElander, J., Stalker, C., Arborg, M., Coyne, E., Kapadi, R., Taal, M.W., Selby, N.M. and Mitchell, K.
Abstract

Background
People receiving kidney haemodialysis need psychological support.

Objectives
To assess feasibility and acceptability of a 4-week online video-based Acceptance and Commitment Therapy (ACT) programme for people receiving kidney haemodialysis.

Design
Single group before-and-after study.

Participants
People with end-stage kidney disease currently receiving dialysis, who had received in-centre haemodialysis at least 90 days in the last two years.

Measures
Recruitment, retention and engagement (feasibility); weekly and post-programme feedback (acceptability); pre-intervention and 4-week follow-up (potential outcome measures): kidney disease quality of life (KDQOL-SF), psychological flexibility (Acceptance and Action Scale) and acceptance of illness (Acceptance of Illness Scale).

Results
The study recruited 13 participants of whom 85% completed at least half the programme and 69% completed the whole programme. Health and medical treatment issues were the main known reasons for non-participation and drop-out. Of the 16 separate elements of the programme (four ‘story’ videos and 12 videos explaining ACT techniques), 13 were positively evaluated by at least 75% of participants. Of 11 aspects of the programme, 8 were positively evaluated by at least 75% of participants, and 89% found the programme easy to use, understood how it worked, found it easy to access, trusted the information, had no technical difficulties, and understood the activities. However, only 66.7% agreed the programme was interesting and only 62.5% agreed they enjoyed the programme. All responding participants indicated they would recommend the programme to people starting dialysis. The direction of change was positive for 17/21 potential outcome measures, with significant (p < 0.05) improvements in psychological flexibility and energy/fatigue.

Conclusions
An online video-based ACT intervention was feasible and acceptable for people receiving kidney haemodialysis and the results provide pilot data for a planned larger trial.

KeywordsAcceptance and Commitment Therapy; Haemodialysis; Feasibility; Acceptability
Year2023
JournalJournal of Contextual Behavioral Science
Journal citation30, pp. 41-49
PublisherElsevier
ISSN 2212-1447
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jcbs.2023.08.008
Web address (URL)https://www.sciencedirect.com/science/article/pii/S221214472300100X
FunderKidney Care UK
University of Derby
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Output statusPublished
Publication dates
Online29 Aug 2023
Publication process dates
Accepted27 Aug 2023
Deposited29 Sep 2023
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Development and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studies
Jessen, Anna and Elander, James 2011. Development and evaluation of an intervention to improve further education students' understanding of higher education assessment criteria: three studies. Journal of Further and Higher Education. https://doi.org/10.1080/03098770903272461
New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme
Norton, Lin, Aiyegbayo, Olaojo, Harrington, Katherine, Elander, James and Reddy, Peter 2011. New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2010.518426
Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study
Kinder, Julianne and Elander, James 2011. Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study. British Journal of Educational Psychology. https://doi.org/10.1111/j.2044-8279.2011.02026.x
Randomized trial of a DVD intervention to improve readiness to self-manage joint pain
Elander, James, Robinson, Georgina and Morris, John 2011. Randomized trial of a DVD intervention to improve readiness to self-manage joint pain. Pain. https://doi.org/10.1016/j.pain.2011.06.026
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity
Elander, James, Pittam, Gail, Lusher, Joanne, Fox, Pauline and Payne, Nicola 2010. Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930802687745