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Impact of a Nurse-Driven Multi-Pronged Approach for Medication Education on Patient Satisfaction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Impact of a Nurse-Driven Multi-Pronged Approach for Medication Education on Patient Satisfaction./
作者:	Cass, Sherrie Gray.
面頁冊數:	1 online resource (83 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Health education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382345734

Impact of a Nurse-Driven Multi-Pronged Approach for Medication Education on Patient Satisfaction.
Cass, Sherrie Gray.

Impact of a Nurse-Driven Multi-Pronged Approach for Medication Education on Patient Satisfaction. - 1 online resource (83 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (D.N.P.)--Georgetown University, 2024.

Includes bibliographical references

Patient education is at the core of nursing responsibilities, yet research demonstrates that many patients retain less than 50% of what is explained to them, often related to low health literacy. This knowledge gap underscores the critical need for thorough discharge teaching, specifically emphasizing medication education in a meaningful and memorable manner. This quality improvement (QI) project explored the impact of a nurse-driven, multi-pronged approach to medication education on patient satisfaction scores over a three-month period, as measured by top box scores on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS®) domain of "Communication about medicines." The prongs included: 1) utilization of the teach-back method; 2) placing stickers on water pitchers for "new" medications; 3) highlighting "NEW" medications on discharge instructions; 4) placing a magnet with pharmacy contact information on patient whiteboards; and 5) identifying an Evidence-based Practice (EBP) Change Champion (CC) on the unit. The secondary aim of this project was to measure nurse conviction and confidence in using the teach-back method in practice. The number of HCAHPS® surveys returned pre- to post-practice change was identical (N = 19); however, the survey response rates declined (25.33% to 22.00%) and were slightly lower than the national response average (-0.67% and -4%, respectively). The top box scores for the medication domain declined by 11.81% despite the multi-pronged approach being developed by a multidisciplinary team with intentionality and details rooted in literature. Seventy percent (N = 14) of the nurse participants completed all three conviction and confidence surveys. All participants reported high conviction (M = 8.9-9.1; SD = 0.7-2.5; p = .280) and confidence (M = 8.9-9.1; SD = 0.7-2.4; p = .131) in using teach-back, although not significant, Mann Whitney U = 27.5. All elements of the teach-back method either stayed the same or increased. Six of the elements increased significantly (p < .05) from pre- to post-practice change. While it is difficult to draw meaningful conclusions regarding the decrease in HCAHPS® scores due to the small sample size, this project revealed significant improvement in nursing comprehension and implementation across multiple elements of the teach-back method.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382345734Subjects--Topical Terms:

585977
Health education.
Subjects--Index Terms:

Health literacyIndex Terms--Genre/Form:

554714
Electronic books.

Impact of a Nurse-Driven Multi-Pronged Approach for Medication Education on Patient Satisfaction.
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