Date of Conferral

2022

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

Carolyn Ewing

Abstract

Living donor transplantation (LDT), despite its documented benefits, does not occur as often as deceased donor transplants (DDT). Transplant social workers are an integral part of the transplant interdisciplinary team and are well trained in conducting psychoeducation. This action research study involved examining social work practice challenges that transplant social workers experience that prohibit them from conducting effective LDT education. The study was guided by family problem solving theory, social cognitive theory and the Afrocentricity perspective to determine how transplant candidates and families can best learn information to discuss and recruit potential living donors. The research questions were about roles transplant social workers engaged in related to living donor education for organ transplant candidates, challenges transplant social workers faced that impeded providing living donor education, and whether transplant social workers received any training on facilitating living donor education to organ transplant candidates. Fourteen transplant social workers from across the United States participated in this study, and data were collected via semi-structured interviews using Zoom. The study led to four themes: living donor education, social work roles, patient barriers, and ethical issues. Study findings concluded transplant social workers face practice challenges that interfere with providing effective education to organ transplant candidates involving (LDT). In addition, this study identified patient barriers that affect their access to transplant surgery options. Findings can be used by social workers for positive social change in working with transplant patients and families

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