Date of Conferral

2022

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Julibeth Lauren

Abstract

The practice problem this doctoral project addressed is the lack of clinical staff knowledge on self-care management of hypertension (HTN). Addressing this health crisis with current evidence-based patient education guidance that clinical staff can use to teach patient has the potential to increase nursing knowledge and confidence in providing patient education on self-care management of HTN. The purpose of this project was to explore the known nursing practice gap and answer the practiced-focused question to determine if an evidence-based, standardized health literacy teaching guide for nurses would improve nursing knowledge and confidence in applying health literacy and teach-back methodology in patient education. The aim was to help nurses teach patients about self-care management of HTN with the goal of reducing complications and improving outcomes for African American (AA) population. The training leveraged Orem’s self-care and Knowles’s Adult Learning theories as frameworks to optimize learning outcomes. Evidence for this project included clinical guidelines, research reports, primary peer-reviewed publications, and a knowledge assessment. The pre-training knowledge assessment indicated 42.9% of the 14-nursing staff did not have adequate knowledge about self-care management for HTN. Post-training program, 71.4% of the nursing staff improved knowledge and confidence in providing patient education. An implication of this project is the potential to improve health literacy and outcomes for AA patients with HTN. A recommendation is to include a standardized and evidence-based health literacy teaching guide on self-care management of HTN in the AA population as a resource for nurses.

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