國立虎尾科技大學 |

Evaluating Nurse Medication Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating Nurse Medication Education./
作者:	Carter, Nina.
面頁冊數:	1 online resource (72 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
標題:	Health sciences. -
電子資源:	click for full text (PQDT)
ISBN:	9798382761848

Evaluating Nurse Medication Education.
Carter, Nina.

Evaluating Nurse Medication Education. - 1 online resource (72 pages)

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

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

Includes bibliographical references

Inefficient communication between nurses and patients increases the risk of medication errors and jeopardizes patient safety, ultimately resulting in lower patient satisfaction as indicated by Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores. The purpose of this quality improvement initiative was to assess the impact of educating nurses on patient medication education using the teach-back method. Data were collected using HCAHPS survey responses from adult patients with medical conditions who had been discharged from a medical-surgical unit. The 32-item HCAHPS survey was used to capture their perceptions and experiences during their hospital stay. Data analysis entailed comparing HCAHPS scores before and after implementation of the educational intervention. The intervention led to improvements in terms of communication regarding medication (55 to 77.4), communication with nurses (79.0 to 85.0), communication with doctors (73.8 to 82.6.0) care transitions (46.6 to 57.4), and discharge information (89.3 to 93.0). These findings suggest using the Ask 3/Teach 3 teach-back method for nurse education can improve patient empowerment and health literacy, community-level trust in healthcare systems, and nurse education and quality improvement efforts. Enhanced medication communication between healthcare providers and patients can lead to increased patient knowledge about medications and facilitate positive social change.

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

Mode of access: World Wide Web

ISBN: 9798382761848Subjects--Topical Terms:

1179212
Health sciences.
Subjects--Index Terms:

Medication educationIndex Terms--Genre/Form:

554714
Electronic books.

Evaluating Nurse Medication Education.
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502 $a Thesis (D.N.P.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a Inefficient communication between nurses and patients increases the risk of medication errors and jeopardizes patient safety, ultimately resulting in lower patient satisfaction as indicated by Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores. The purpose of this quality improvement initiative was to assess the impact of educating nurses on patient medication education using the teach-back method. Data were collected using HCAHPS survey responses from adult patients with medical conditions who had been discharged from a medical-surgical unit. The 32-item HCAHPS survey was used to capture their perceptions and experiences during their hospital stay. Data analysis entailed comparing HCAHPS scores before and after implementation of the educational intervention. The intervention led to improvements in terms of communication regarding medication (55 to 77.4), communication with nurses (79.0 to 85.0), communication with doctors (73.8 to 82.6.0) care transitions (46.6 to 57.4), and discharge information (89.3 to 93.0). These findings suggest using the Ask 3/Teach 3 teach-back method for nurse education can improve patient empowerment and health literacy, community-level trust in healthcare systems, and nurse education and quality improvement efforts. Enhanced medication communication between healthcare providers and patients can lead to increased patient knowledge about medications and facilitate positive social change.
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538 $a Mode of access: World Wide Web
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653 $a Health literacy
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