Development of a Self‐Management Theory‐Guided Discharge Intervention for Parents of Hospitalized Children

Sawin, Kathleen J.; Weiss, Marianne; Johnson, Norah L.; Gralton, Karen S.; Malin, Shelly; Klingbeil, Carol; Lerret, Stacee M.; Thompson, Jamie J.; Zimmanck, Kim; Kaul, Molly; Schiffman, Rachel F.

doi:10.1111/jnu.12284

Cited by 15 publications

(17 citation statements)

References 24 publications

(44 reference statements)

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“…Participants were interviewed using Likert‐type and open‐ended questions created by the PI to describe the feasibility (participant burden), acceptability of participating (helpful/unhelpful aspects of the study and intervention), and suggestions for improving the study (Barte, ter Bogt, Beltman, van der Meer, & Bemelmans, ; Oakley et al, ; Sawin et al, ) . The interviews on average were 10–15 min in length.…”

Section: Bsm Interventionmentioning

confidence: 99%

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Promoting self‐management of breast and nipple pain in breastfeeding women: Protocol of a pilot randomized controlled trial

Lucas

Bernier

Perry

et al. 2019

Research in Nursing & Health

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The majority of women experience pain during breastfeeding initiation with few strategies to manage breast and nipple pain. In fact, women cite breast and nipple pain as among the most common reasons for breastfeeding cessation. To address this important issue, we developed a breastfeeding self‐management (BSM) intervention, based on the Individual and Family Self‐Management Theory Framework. In this framework, self‐management is conceptualized as a process in which women use knowledge, beliefs, and social facilitation to achieve breastfeeding goals. The purpose of this longitudinal pilot randomized controlled trial was to test the feasibility, acceptability, and preliminary efficacy of the BSM intervention with women initiating breastfeeding. Recruitment of 60 women intending to breastfeed occurred within 48 hr of delivery and women were randomized to either the intervention or usual care group. The BSM intervention group received BSM education modules that included information of how to manage breast and nipple pain and self‐management support through biweekly texting from the study nurse, and were asked to complete a daily breastfeeding journal. Primary outcomes measured at baseline, 1, 2, and 6 weeks will be used to (a) evaluate feasibility, acceptability, and preliminary efficacy of the BSM intervention, and (b) assess the influence of protective and risk factors of breastfeeding pain (including individual genetic polymorphisms related to pain sensitivity) on process variables for self‐management of breastfeeding and breastfeeding pain, and on proximal (breastfeeding pain severity and interference, breastfeeding frequency) and distal outcomes (breastfeeding exclusivity and duration and general well‐being).

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Section: Bsm Interventionmentioning

confidence: 99%

“…and (3) none of the patterns described normal milk ejection physiology (R. F. Lucas, McGrath, Diallo, & Brandon, 2016 Sawin et al, 2017). The interviews on average were 10-15 min in length.…”

Section: Maternal Assessment Of Infant Breastfeeding Behaviors-revisedmentioning

confidence: 99%

Promoting self‐management of breast and nipple pain in breastfeeding women: Protocol of a pilot randomized controlled trial

Lucas

Bernier

Perry

et al. 2019

Research in Nursing & Health

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“…The patient and their family needs a care system for health that allows them to meet their own care needs (Mullen et al, 2006). Thus, the method of re-teaching (Sawin et al, 2017) should always be done by the nurse. Brooten et al (2002) demonstrated that the teaching should begin as soon as possible during hospitalisation and frequently repeated to ensure the success of patient learning.…”

Section: Information Dimensionmentioning

confidence: 99%

Implementation of Discharge Planning in Hospital Inpatient Room by Nurses

Asmuji¹,

Faridah²,

Handayani³

2018

J. Ners

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Introduction: Discharge planning is still become a problem for health services in hospital in-patient rooms. Discharge planning commonly is only done when the patients leave hospital by giving them an explanation about the content of the controlling card. Discharge planning is a routine activity that must be done by nurses in order to give information to the patients about their condition and any actions can or should be undertaken by them. In fact, the importance of discharge planning is not yet balanced, nor effectively applied in field. This research was conducted to find out about the implementation of discharge planning by nurses in one of the hospital in-patient rooms at the hospital of study.Methods: This research was a qualitative research study conducted with the phenomenological approach. The informants were 6 patients and 6 nurses in first, second and third class nursing wards. The instruments used in this research were the researchers themselves with interview guidance, field notes and a tape recorder. The data was collected through an in-depth interview.Results: There were three themes found through the analysis, which were 1) the information dimension involving room orientation, rights and obligations, and patient health problems as the sub-themes; 2) the understanding dimension with knowing and understanding the discharge planning as the sub-themes; 3) the implementation dimension with the time of implementation and content of discharge planning as the sub-themes.Discussion: Complete information given to the patients will bring about a positive impact, so then they can help themselves in relation to their curing time at home. A lack of and unclear information will bring about negative impacts such as mistakes when taking drugs, poor diet, neglecting activity while staying at home

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“…Teach-Back is an educational tool that uses an iterative face-to-face approach when teaching families and asking them to recall, demonstrate or restate what they learned (Kemp et al, 2008;Peter et al, 2015;Ryan and Sawin, 2009). The Teach-back approach was extended to include "think forward", to facilitate the nurse to proactively consider or elicit potential challenges families may encounter after hospital discharge (Sawin et al, 2017). The integration of these frameworks informed the content, as well as the process for this innovative ePED teaching tool that was specifically designed to guide an interactive conversation between the parent and discharging nurse.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The foundation of the app was modeled after research conducted by Sawin et al, (2017) that utilized a longer conversation guide to engage parents at the time of discharge teaching (Sawin et al, 2017). The initial tool included theory-based discharge questions in the form of an iPad app for nurses to use in preparing families for discharge and self-management for their child at home (Sawin et al, 2017).…”

Section: Eped Applicationmentioning

confidence: 99%

Using the Engaging Parents in Education for Discharge (ePED) iPad Application to Improve Parent Discharge Experience

Lerret

Johnson

Polfuss

et al. 2020

Journal of Pediatric Nursing

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The purpose of this study was to evaluate the use of the Engaging Parents in Education for Discharge (ePED) iPad application on parent experiences of hospital discharge teaching and care coordination. Hypotheses were: parents exposed to discharge teaching using ePED will have 1) higher quality of discharge teaching and 2) better care coordination than parents exposed to usual discharge teaching. The secondary purpose examined group differences in the discharge teaching, care coordination, and 30-day readmissions for parents of children with and without a chronic condition. Design/Methods Using a quasi-experimental design, ePED was implemented on one inpatient unit (n = 211) and comparison group (n = 184) from a separate unit at a pediatric academic medical center. Patient experience outcome measures collected on day of discharge included Quality of Discharge Teaching Scale-Delivery (QDTS-D) and care coordination measured by Care Transition Measure (CTM). Thirty-day readmission was abstracted from records. Results Parents taught using ePED reported higher QDTS-D scores than parents without ePED (p = .002). No differences in CTM were found between groups. Correlations between QDTS-D and CTM were small for ePED (r = 0.14, p 0.03) and non-ePED (r = 0.29, p < .001) parent groups. CTM was weakly associated with 30-day readmissions in the ePED group. Conclusion The use of ePED by the discharging nurse enhances parent-reported quality of discharge teaching. Practice implications The ePED app is a theory-based structured conversation guide to engage parents in discharge preparation. Nursing implementation of ePED contributes to optimizing the patient/family healthcare experience.

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Development of a Self‐Management Theory‐Guided Discharge Intervention for Parents of Hospitalized Children

Cited by 15 publications

References 24 publications

Promoting self‐management of breast and nipple pain in breastfeeding women: Protocol of a pilot randomized controlled trial

Promoting self‐management of breast and nipple pain in breastfeeding women: Protocol of a pilot randomized controlled trial

Implementation of Discharge Planning in Hospital Inpatient Room by Nurses

Using the Engaging Parents in Education for Discharge (ePED) iPad Application to Improve Parent Discharge Experience

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