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Patient medication education utilizing the teach-back method to increase patient experience scores
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Sammartino, Lori. Patient medication education utilizing the teach-back method to increase patient experience scores. Retrieved from https://doi.org/doi:10.7282/t3-t9pw-zj19

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TitlePatient medication education utilizing the teach-back method to increase patient experience scores
NameSammartino, Lori (author); Mularz, Laura (chair); Rutgers University; RBHS School of Nursing
Date Created2021-11-30
Other Date2022-01 (degree)
SubjectNursing, Adult education, HCAHPS, Medication education, Medication side effects, Nurses, Patient satisfaction
Extent59 pages : illustrations
DescriptionPurpose of Project: Many patients transitioning from hospital to home are unfamiliar with their medications. This lack of knowledge poses an enormous safety risk with adverse drug events being the most common adverse events that occur after discharge. The aim of this quality improvement project was to implement the evidence-based method of teach-back as a standard for patient education. The Hospital Consumer Assessment of Healthcare Providers System survey captures the consumer opinion of their experience. Low survey scores may indicate poor quality care and can damage the reputation of an organization. Implementation was projected to have a two-fold effect by improving patient knowledge and increasing the survey scores in the medication domain.
Methodology: This quality improvement project included training the nurses on the teach-back method. The nurses educated the patients about their medications using teach-back. A survey of the medication questions was given to the patients prior to discharge. This data was compared pre- and post-implementation.
Results: The surveys revealed an increase in patient understanding related to medications.
Implications for practice: Quality and safety in healthcare is an expectation of consumers and the goal of healthcare systems. Teach-back can improve quality and safety and positively impact patient satisfaction scores. Nursing practice and hospital policy should be updated to incorporate the use of this evidence-based method as the standard for educating patients.
NoteD.N.P.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-t9pw-zj19
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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