Utilization of Nephrostomy Catheter on Renal Compromised Patients


In renal compromised patients, the use of nephrostomy catheters becomes necessary to address the problem of blockage. This tube is usually inserted through the skin to the affected kidney in order to ensure that urine is drained effectively. Individuals should be able to maintain their catheters or receive timely support from their caregivers and physicians. This purpose of this paper is to develop a theoretical framework that proposes a superior strategy or practice for empowering and supporting renal compromised patients who use nephrostomy catheters.

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Proposed Theoretical Framework

The suggested argument amounts to a theoretical framework since it seeks to improve the existing knowledge in the management of renal failure. The information is set within the limits of existing theories and presents a new concept or idea for meeting the needs of more patients (Kosa et al., 2017). The description will give detailed background information to understand why the current research problem exists.

Research Question

The described theoretical framework answers this question: In patients with nephrostomy catheter drain, does the use of audiovisual aids improve post op education retention compared to using verbal discharge instruction alone) affecting compliance with nephrostomy catheter care within 12 weeks?

Background Information

Post operative education refers to the ideas, insights, and knowledge that practitioners and clinicians provide to their patients after going through surgical procedures. If done properly, this kind of information will result in sustainable or beneficial outcomes to the targeted individuals. This is possible since the patients will have expanded knowledge, be able to perform a wide range of self-care practices, and eventually share the same ideas with others (Jonnavithula et al., 2017). For renal compromised patients using nephrotomy catheters, this kind of education has the potential to deliver desirable results in a timely manner.

Over the years, scholars and researchers in the field of medicine have presented various procedures and techniques for presenting high-quality education to patients. In the recent past, the main focus has been on the use of plain instructions and educational guidelines depending on the academic or comprehension level of the individuals. While these methods have been effective, researchers should identify new tools and procedures that can support the health needs of different individuals. Goad, Huntley-Dale, and Whichello (2018) indicate that visual aids and supportive tools have the potential to improve knowledge acquisition and retention. With a proper training model, more patients will be able to perform the required duties and comply with the intended self-care exercises.


The utilization of nephrostomy catheter on renal compromised patients is an evidence-based practice that continues to meet the needs of many people. However, such tubes should be monitored and inspected continuously if the targeted users are to overcome most of the challenges associated with them. The adoption of different instruction and training methods will empower discharged patients to take good care of their catheters and record positive health outcomes (Rostami, Badr, & Falah, 2015). The ultimate objective has been to ensure that those who have nephrostomy catheters report reduced complications and infections.

The use of audiovisuals has been found to support or meet the learning needs of many students with difficulties. Some subjects also require the use of videos, charts, and plays in order to improve knowledge acquisition. The cognitive learning theory from the education and technology disciplines support this model. The adoption of this concept or practice in nursing can support the development a superior framework for guiding clinicians and patients with nephrostomy catheters. Through the use of such videos and other audiovisuals, chances are high that more individuals will be able to record improved skills and knowledge (Shabiralyani, Hasan, Hamad, & Iqbal, 2015).

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They will transform their behaviors and engage in actions that will ensure that their catheters function effectively. During discharge, such a practice will make it easier for the identified beneficiary to retain the acquired information and comply with the outlined catheter care procedures. When this is done within a period of 12 weeks, chances are high that positive results will be recorded. On the other hand, the provision of verbal discharge instructions is a practice that can meet the needs of renal compromised patients relying on the use of catheters (Shabiralyani et al., 2015). However, some of them might be unable to recall the presented instructions and skills. The end result is that they will be unable to follow the established nephrostomy catheter care procedures.

With proper acquisition of information presented using audiovisual aids, the targeted patients will engage in self-care practices. This means that the provision of the intended instructions and education to post operative patients using the suggested method will make it easier for them to engage in desirable practices. These gains resonate with the concepts of the Orem model of nursing theory. It is applicable to the presented framework since it focuses on the most appropriate procedures for improving patients’ outcomes. It presents these three critical parts: theory of nursing system, theory of self-care deficit, and theory of self-care (Rostami et al., 2015).

The self-care aspect focuses on the activities and initiatives someone undertakes to maintain his or her health, life, and wellbeing. The self-care deficit part goes further to explain or identify when nursing care and support is needed. This situation occurs when a given individual might be unable to receive continuous care. Nurses should, therefore, be willing to support their patients and offer the most appropriate environment for personal development. The theory of nursing systems promotes a combined approach for nurses and patients to meet the required self-care needs.

When nurses remain supportive and embrace the power of audiovisual aids to guide and educate discharged patients with renal complications and using nephrostomy catheters, the most likely result is they will feel more empowered and engage in self-care practices in accordance with the Orem model of nursing or self-care deficit nursing theory (SCDNT). The theory goes further to describe how nurses should support and empower their patients (Rostami et al., 2015). Even after being discharged, medical professionals and clinicians can offer follow-up services to understand the gains and challenges they might be facing (Goad et al., 2018). The final outcome is that more people with renal complications will continue to embrace the utilization of nephrostomy catheters and eventually realize their potential.


The above discussion has presented a powerful theoretical framework that supports the use of audiovisual aids to educate more patients with renal failure to manage and take good care of their nephrostomy catheters. This concept resonates with the assumptions and attributes of the self-care deficit nursing theory since it empowers patients to take good care of their bodies and tubes. The presented theory can, therefore, become a powerful model for guiding both nurses and patients with compromised kidneys to manage catheters and eventually deliver positive health outcomes.


Goad, M., Huntley-Dale, S., & Whichello, R. (2018). The use of audiovisual aids for patient education in interventional radiology ambulatory setting: A literature review. Journal of Radiology Nursing, 37(3), 198-201. Web.

Jonnavithula, N., Chirra, R. R., Pasupuleti, S. L., Devraj, R., Sriramoju, V., & Pisapati, M. L. (2017). A comparison of the efficacy of intercostal nerve block and peritubal infiltration of ropivacaine for post-operative analgesia following percutaneous nephrolithotomy: A prospective randomised double-blind study. Indian Journal of Anaesthesia, 61(8), 655-660. Web.

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Kosa, S. D., Gafni, A., House, A. A., Lawrence, J., Moist, L., Nathoo, B., Tam, P., … Lok, C. E. (2017). Hemodialysis infection prevention protocols Ontario—Shower Technique (HIPPO-ST): A pilot randomized trial. Kidney International Reports, 2(2), 228-238. Web.

Rostami, F., Badr, F. R., & Falah, N. (2015). A survey of the impact of using Orem self-care model on adequacy of dialysis in hemodialysis patients. Bulletin of Environment, Pharmacology and Life Sciences, 4(5), 19-23.

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-233.

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StudyCorgi. (2021, August 18). Utilization of Nephrostomy Catheter on Renal Compromised Patients. Retrieved from https://studycorgi.com/utilization-of-nephrostomy-catheter-on-renal-compromised-patients/

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"Utilization of Nephrostomy Catheter on Renal Compromised Patients." StudyCorgi, 18 Aug. 2021, studycorgi.com/utilization-of-nephrostomy-catheter-on-renal-compromised-patients/.

1. StudyCorgi. "Utilization of Nephrostomy Catheter on Renal Compromised Patients." August 18, 2021. https://studycorgi.com/utilization-of-nephrostomy-catheter-on-renal-compromised-patients/.


StudyCorgi. "Utilization of Nephrostomy Catheter on Renal Compromised Patients." August 18, 2021. https://studycorgi.com/utilization-of-nephrostomy-catheter-on-renal-compromised-patients/.


StudyCorgi. 2021. "Utilization of Nephrostomy Catheter on Renal Compromised Patients." August 18, 2021. https://studycorgi.com/utilization-of-nephrostomy-catheter-on-renal-compromised-patients/.


StudyCorgi. (2021) 'Utilization of Nephrostomy Catheter on Renal Compromised Patients'. 18 August.

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