CC BY 4.0 Attribution 4.0 InternationalTruhan, Tayler E.McMahon, JamesCourtney, Aisling E.Gill, PaulMansell, HollyNoble, HelenReid, JoanneRosaasen, NicolaWood, AlisonMcKeaveney, Clare2025-05-052025-05-052025-05-032025-01-20Truhan, T.E., McMahon, J., Courtney, A.E., Gill, P., Mansell, H., Noble, H., Reid, J., Rosaasen, N., Wood, A. and McKeaveney, C. (2025) ‘Informing transplant candidate and donor education in living kidney donation: mapping educational needs through a rapid review’, BMC Nephrology, 26(1), p. 225. Available at: https://doi.org/10.1186/s12882-025-04116-0.https://eresearch.qmu.ac.uk/handle/20.500.12289/14237https://doi.org/10.1186/s12882-025-04116-0From Springer Nature via Jisc Publications RouterHistory: received 2025-01-20, registration 2025-04-11, accepted 2025-04-11, epub 2025-05-03, online 2025-05-03, collection 2025-12-01Acknowledgements: We would like to thank Dr. Megan Philson (née Kelly) for her assistance with data extraction.Publication status: PublishedFunder: Northern Ireland Kidney Research FundAlison Wood - ORCID: 0000-0002-5625-8778 https://orcid.org/0000-0002-5625-8778Objectives: Living donor kidney transplantation (LDKT) is a complex medical procedure requiring extensive education for both donors and transplant candidates. With technological advances in healthcare, video educational resources are becoming more widely used. This study aimed to synthesize the existing qualitative evidence on LDKT educational experiences, preferences, and needs from the perspectives of kidney transplant candidates and recipients, donors, and HCPs, to establish the essential LDKT education considerations for candidates and potential donors interested in kidney transplantation. Methods: A rapid review of qualitative studies on LDKT educational needs was conducted. A literature search was undertaken across MEDLINE, Embase, and CINAHL databases from 2013 to 2023. Cochrane Rapid Reviews Methods Group guidance was utilized. Results: Of 1,802 references, 27 qualitative studies were eligible for inclusion. Qualitative data was analyzed from 803 transplant candidates/recipients, 512 living donors, 104 healthcare providers, and 102 family/friends. Three main themes were identified, including Extensive LDKT Education Throughout Treatment; Shared Learning, Social Support, and Family Dynamics in LDKT; and Diversity and Inclusivity for Minorities. Conclusions: Improvements and innovations are needed regarding LDKT education for kidney transplant candidates, donors, and support networks.Licence for this article: http://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.http://creativecommons.org/licenses/by/4.0/Educational NeedsLiving Donor Kidney TransplantationQualitative Evidence SynthesisRapid Reviewarticle2025-05-03