Teaching Nurses to Teach: Peritoneal Dialysis Training

Why is the introduction so important?
Adult patients begin dialysis with varied emotional and physical states. They are embarking on a new chapter in their lives, and your communication with them can significantly affect how well they learn. Learning how to perform their dialysis procedures involves the emotional, cognitive, and physical realms.

Video: What contributes to a training programs success?Video: What contributes to a training programs success?Patients don’t know what to expect in terms of their training. They might be worried about how the dialysis will impact their lives, and may be fearful about their ability to handle this new responsibility. It is important to do all that you can to help them feel relaxed and confident. Establishing rapport early in the training process, and letting patients know that they will help control their pace of instruction is reassuring. Patients are also reassured when they are being trained by experts who have experience working with dialysis patients.

You will have two types of introductions: an introduction to the overall training when you begin the training, and an introduction to each lesson. A good introduction prepares your learners for the skills or knowledge that they are about to learn. It signals to your learners that they should pay attention because something meaningful is about to occur.

What is included in a good introduction?
Video: What contributes to a training programs success?Introductions answer three key questions:

  1. Is the objective of the lesson described? In other words, do patients know what they will be doing differently at end of training, and, do they know how they will be tested in order to demonstrate that they have indeed learned? It is useful to describe the lesson objective using verbs such as “identify”, “explain”, “select”, “demonstrate”, etc. These types of verbs direct the patient to focus on what they will be expected to do.
  2. Is the relevance described? That is, will patients realize how the training will be individualized for their particular needs?
  3. How will the new learning relate to what patients already know?


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Program Planning
1. Introduction
Lesson Planning
2. Presenting New Information
Procedural Skills
Cognitive Skills
Responding with Feedback & Guidance
Preparing for Training
3. Building in Practice
Lesson Planning - Introduction
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