Experiences of Children Undergoing Peritoneal Dialysis: A Descriptive Phenomenological Study

Kidney transplantation is the preferred kidney replacement therapy for children with kidney failure; when not feasible, peritoneal dialysis is the preferred dialysis modality. Despite its clinical advantages, children undergoing peritoneal dialysis face significant emotional, physical and psychosocial challenges that remain poorly documented in the literature, particularly from the child's own perspective.

This study aimed to explore the lived experiences of children undergoing peritoneal dialysis, with a view to informing family-centred nursing care and improving psychosocial support for this vulnerable population.

A descriptive phenomenological design was employed, using semi-structured individual interviews for data collection. Data were analysed using Colaizzi's seven-step descriptive phenomenological method.

Ten children aged over 7 years with a diagnosis of chronic kidney disease who had been receiving peritoneal dialysis for at least 1 year were recruited through purposive sampling from a tertiary paediatric nephrology unit in southern Turkey between August 2024 and March 2025.

Data were collected through face-to-face semi-structured interviews lasting approximately 30 min and were audio-recorded with the consent of both children and parents. Transcripts were analysed independently by two researchers using MAXQDA 22 software.

Five overarching themes were identified: emotional responses to peritoneal dialysis, physical burden of peritoneal dialysis, disruption to social and school life, family relationships, and coping and social support. Children most frequently reported fear, sadness and stress alongside physical symptoms, including abdominal pain, nausea and sleep disturbances. Social isolation, school absenteeism and disruption to peer relationships were also prominent.

Children undergoing peritoneal dialysis experience significant emotional, physical and psychosocial burdens. Family-centred nursing care, routine psychological screening, proactive school liaison and structured peer support are essential to improve outcomes for this population.