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ETD Abstract Container

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Nursing Students Use of Teach-back to Improve Patients' Knowledge and Satisfaction: A Quality Improvement Project.

Nickles, Debra
http://rave.ohiolink.edu/etdc/view?acc_num=casednp1490968090243655

Abstract Details

2017, Doctor of Nursing Practice , Case Western Reserve University, School of Nursing.
A unit within a proposed healthcare institution has an ineffective process for educating patients about their medications, thereby resulting in patient satisfaction scores below the benchmark. The purpose of this quality improvement project is to have nursing students implement the teach-back method to improve patient knowledge of medications and patient satisfaction in the “always” response in the HCAHPS survey (CMS, 2008). The specific aims for this quality improvement project included: (1) increase nursing students use of teach-back from the current state of 0% to 80% of their patient encounters on the unit; (2) to ensure that 80% of their patients encountered can state the name, purpose and side effects of their current medications; and (3) have 80% of patients satisfied with their medication teaching. A quality improvement framework will be utilized for this project. Three variables for the project include the teach-back method for medication education, patient satisfaction, and patient knowledge. Two process measures ensure that the teach-back method is implemented and three outcome measures determine the impact of implementing the teach-back method. During the “study” phase of the “Plan-Do-Study-Act” [PDSA] method descriptive statistics described data obtained and analyzed from the process and outcome measures (Ogrinc et al., 2012). After analyzing results, modifications to the intervention would occur during the “Act” phase and another PDSA cycle would ensue. Specific Aim 1 was partially met. Junior nursing students provided medication education to 60.5% of participants and senior nursing students educated 82.9% of participants. Specific aim 2 was not met. However, the participants’ knowledge of the purpose of their current medications improved from 16.4% to 58.2%, and knowledge of side effects improved from 1.8% to 50.9%. Specific aim 3 was partially met. Patients were 100% satisfied as measured with the One Minute Evaluation. However, HCAHPS survey “always” responses to questions in the category of “Communication about Medicines” did not reach the benchmark. Use of the translator phone presented challenges during the intervention. Nursing students’ use of the teach-back improved patients’ knowledge of medications and patients were satisfied with their medication teaching. Nursing students can use the One Minute Evaluation and Patient Knowledge Tool to evaluate patient satisfaction and knowledge during patient teaching. Results of this project can be used as segue into further research of the dynamics of the nursing student and patient relationship and the impact of nursing students on patient knowledge, satisfaction and patient outcomes.
Jane Marek, DNP, RN (Committee Chair)
Mary Dolansky, PhD, RN (Committee Member)
Kathleen Burke, PhD, RN (Committee Member)
95 p.
Nursing
Nursing Students; Teach-back; Patient Satisfaction; Patient Knowledge; Quality Improvement Project

Recommended Citations

Citations

  • Nickles, D. (2017). Nursing Students Use of Teach-back to Improve Patients' Knowledge and Satisfaction: A Quality Improvement Project. [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1490968090243655

    APA Style (7th edition)

  • Nickles, Debra. Nursing Students Use of Teach-back to Improve Patients' Knowledge and Satisfaction: A Quality Improvement Project. 2017. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=casednp1490968090243655.

    MLA Style (8th edition)

  • Nickles, Debra. "Nursing Students Use of Teach-back to Improve Patients' Knowledge and Satisfaction: A Quality Improvement Project." Doctoral dissertation, Case Western Reserve University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1490968090243655

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Case Western Reserve University Doctor of Nursing Practice and OhioLINK.