Date of Conferral
2022
Degree
Doctor of Nursing Practice (DNP)
School
Nursing
Advisor
Edna B. Hull
Abstract
AbstractLack of staff knowledge is one of the leading challenges contributing to ineffective discharge planning from assisted living facilities. Recognizing that appropriate discharge planning is essential to the well-being of residents, the purpose of this doctoral project was to develop a staff education program based on current evidence-based discharge planning procedures for residents of an assisted living facility. Knowles’s adult learning theory; Lewin’s change theory; and the analysis, design, development, implementation, and evaluation model guided development of the staff education program. According to a review of the literature, evidence-based strategies for resident discharge planning included early discharge planning; tailored support, education, and follow-up; timely communication using a team approach; and the employment of standardized discharge planning procedures. Six staff members participated in the educational intervention. The average pretest score was 64.17 (SD = 9.08) with a range of 51 to 76 out of the possible 100 points. The average posttest score was 88.17 (SD = 4.73) with a range of 80.5 to 92.5. According to a Wilcoxon-signed ranked test to analyze the data, there was a statistically significant difference in the pretest and posttest scores, (z = -2.21, p < 0.05). Implications for positive social change included raising nurse and staff awareness of the benefits of appropriate discharge planning for assistant living center residents, which may promote positive resident care outcomes such as ease of transition, lower rates of readmission, continuity of care, and lower health care cost.
Recommended Citation
Kelly, Annick Sheron, "Evidence-Based Discharge Planning for Assisted Living Facility Residents" (2022). Walden Dissertations and Doctoral Studies. 13491.
https://scholarworks.waldenu.edu/dissertations/13491
