A Theory-Driven, Evidence-Based Approach to Implementing the ISPD Syllabus-Patients as Learners
Perit Dial Int
Moira A L Maley
Rakesh S Patel
Natalie T Lafferty
Genevieve Z Steiner
Josephine S F Chow
David W Johnson
Neil C Boudville
Medical School, The University of Western Australia, Perth, Western Australia, Australia firstname.lastname@example.org.
Australasian Kidney Trials Network, Centre for Health Services Research, University of Queensland, Brisbane, Queensland, Australia.
School of Medicine, University of Nottingham, Nottingham, United Kingdom.
Centre for Technology and Innovation in Learning, University of Dundee, Dundee, Scotland, United Kingdom.
NICM Health Research Institute and Translational Health Research Institute (THRI), Western Sydney University, Penrith, New South Wales, Australia.
Clinical Innovation & Business Unit, South Western Sydney Local Health District, NSW, Australia.
School of Nursing, University of Sydney, Sydney, New South Wales, Australia.
School of Health Science, University of Tasmania, Tasmania, Australia.
Department of Nephrology, Princess Alexandra Hospital, Brisbane, Queensland, Australia.
Translational Research Institute, Brisbane, Queensland, Australia.
Medical School, The University of Western Australia, Perth, Western Australia, Australia.
No abstract available
Patient Education as Topic* / methods