Date of Conferral

2023

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Cassandra Taylor

Abstract

AbstractDischarge instructions are a valuable component of patient education as they can influence outcomes post-discharge, leading to positive social change through improved morbidity and mortality. The use of teach-back education by registered nurses is a best practice that assures understanding of discharge instructions. However, consistent use of this method relies on the staff’s conviction and confidence in this manner of education. The purpose of this project was to develop, deliver, and evaluate a program to educate staff on the best practice of teach-back to effectively deliver patient education. The logic model helped guide and develop the stages of the project while Dorothea Orem’s self-care theory served as the theoretical framework. Sources of evidence included scholarly written articles, and information from the Institute for Healthcare Improvement (IHI), and the Agency for Healthcare Research and Quality (AHRQ). A total of 32 registered nurses and respiratory therapists participated in the education and completed pre/post-education evaluation using the IHI Conviction and confidence Scale (CCS) and a knowledge evaluation survey. The pre/posttest mean scores from the CCS 4 item Likert-type scale were compared using descriptive statistics. Correct answer frequency from the 10 multiple choice items of the knowledge evaluation were compared pre and post education. Analysis showed an improvement in all areas evaluated in regard to conviction, confidence and knowledge of teach back. Discussion of findings with site leaders led to recommendation to provide the education to all new nursing and respiratory therapy employees and repeat annually thereafter.

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