From Theory to Practice: A Scoping Review of Theory-Based Educational Approaches in Hemodialysis Care
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Background
Patients on hemodialysis face complex challenges in treatment adherence, self-care, and quality of life. Patient education is central to overcoming these challenges, yet many interventions are implemented without a theoretical foundation, potentially limiting their effectiveness. Examining theory-based approaches may provide valuable insights for designing more impactful educational strategies.
Objective
This scoping review aimed to map theoretical frameworks underpinning patient education interventions in hemodialysis care and to explore their reported outcomes.
Methods
Following the Arksey and O’Malley framework and reported according to PRISMA-ScR, a systematic search was conducted in PubMed, Scopus, CINAHL, and Web of Science for studies published between 2020 and 2025. Eligible studies included educational interventions for adult hemodialysis patients that explicitly applied a theoretical or conceptual framework. Data were extracted on study design, population, educational approach, theoretical framework, and outcomes.
Results
A limited but growing body of research incorporated theory-based educational approaches in hemodialysis care. Frequently applied frameworks included the Health Belief Model, Self-Determination Theory, 5A Self-Management Model, and the Temporal Self-Regulation Theory (TST). Interventions grounded in theory demonstrated improvements in treatment adherence, self-care behaviors, self-efficacy, and quality of life. However, heterogeneity in theoretical application and inconsistent reporting were noted across studies.
Conclusion
Theory-based educational interventions show promising benefits for hemodialysis patients, particularly in supporting adherence and self-management. Nonetheless, the limited number of studies highlights the need for more robust, theory-driven research to guide best practices in patient education and optimize patient outcomes.
