Linda J. Curley

Rutgers University School of Nursing
USA

Abstract Title: Preventing CKD Starts with Assessment: Teaching Nursing Students to Identify Renal and Cardiometabolic Risk Factors

Biography:

Linda J. Curley, DNP is an Assistant Professor at Rutgers School of Nursing specializing in simulation-based education and clinical learning. Her work focuses on improving health assessment practices, integrating technology, and advancing patient-centered care in nursing education. She is particularly interested in patient safety, including early identification of patient risk and prevention of medical errors. Dr. Curley incorporates simulation into undergraduate curricula to enhance clinical reasoning and reduce missed opportunities in patient care.

Research Interest:

Background
Chronic kidney disease (CKD) affects approximately 37 million adults in the United States, many of whom are undiagnosed and at risk for preventable progression to irreversible kidney damage. Early identification of renal and cardiometabolic risk factors is essential; however, these elements may not be consistently emphasized during routine health assessment, highlighting an opportunity to strengthen foundational nursing education.

Purpose
To examine opportunities within health assessment education to enhance Identification of renal risk and evaluate the role of simulation in improving recognition of high-risk patients.

Approach
Simulation-based learning was incorporated into a health assessment course to evaluate whether students identified key risk factors, including history of cancer, dialysis status, blood pressure assessment, glycemic status, and renal function indicators (e.g., serum creatinine, eGFR) when available and subtle clinical findings such as fatigue, edema, changes in urination and recurrent infections that may indicate early renal dysfunction.

Findings
Students did not consistently identify key assessment elements related to kidney risk, suggesting opportunities to strengthen clinical reasoning and comprehensive assessment practices.

Conclusion
Integrating renal risk identification into nursing health assessment education, supported by simulation, may improve early recognition of risk and help prevent progression to irreversible kidney damage.

Keywords: Chronic kidney disease; Health assessment; Nursing education; Simulation based learning; Early detection