Education for medications and side effects: a two part mechanism for improving the patient experience

Gillam, Sally W.; Gillam, Andrew R.; Casler, Tricia L.; Curcio, Katelyn

doi:10.1016/j.apnr.2015.11.017

Cited by 14 publications

(9 citation statements)

References 10 publications

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“…Another focus of several studies conducted in medical‐surgical (Gillam et al, 2016; Jones & Coke, 2016), neurological‐trauma (Ahrens & Wirges, 2013), and cardiothoracic surgery stepdown (Begum et al, 2020) units was the effect of Teach‐Back on patients' satisfaction with medication education. Most reported improved HCAHPS scores on medication communication questions, namely staff telling patients what the medicine was for (Gillam et al, 2016; Jones & Coke, 2016; Prochnow et al, 2019), describing side effects in an understandable way (Ahrens & Wirges, 2013; Gillam et al, 2016; Jones & Coke, 2016; Prochnow et al, 2019), and overall medication communication composite scores (Jones & Coke, 2016). Although our study did not use the unit's HCAHPS scores as outcome variable, we did survey patients at discharge and 48–72 h later using similar questions to ascertain patients' experiences with medication education.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies examining the effect of Teach‐Back have limitations because the researchers focused solely on patients' satisfaction with medication education (Ahrens & Wirges, 2013; Begum et al, 2020; Gillam et al, 2016; Jones & Coke, 2016; Prochnow et al, 2019) or perceptions (Begum et al, 2020) of what they learned and not on knowledge acquisition. For example, Begum et al (2020) reported that after implementing Teach‐Back, a significantly higher proportion of patients agreed that they understood the reason for taking medications and possible side effects.…”

Section: Discussionmentioning

confidence: 99%

“…Another focus of several studies conducted in medical-surgical (Gillam et al, 2016;Jones & Coke, 2016), neurological-trauma (Ahrens & Wirges, 2013), and cardiothoracic surgery stepdown (Begum et al, 2020) et al, 2019) or perceptions (Begum et al, 2020) of what they learned and not on knowledge acquisition. For example, Begum et al (2020) reported that after implementing Teach-Back, a significantly higher proportion of patients agreed that they understood the reason for taking medications and possible side effects.…”

Section: Discussionmentioning

confidence: 99%

“…a Three patients responded that they did not know if they were on a new medication. b Indicates 1 missing datum point in usual care or TIME groups.c Indicates 2 missing data points in usual care or TIME groups Gillam et al, 2016;Jones & Coke, 2016;Prochnow. …”

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confidence: 99%

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Using a teach‐back intervention significantly improves knowledge, perceptions, and satisfaction of patients with Nurses' discharge medication education

Marks

O'Sullivan

Pytel

et al. 2022

Worldviews Ev Based Nurs

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Background: Evidence indicates that patients desire medication information, but clinicians often fail to teach this information in an understandable way. Teach-Back promotes effective clinician-patient communication and enhances medication adherence, satisfaction with education, and hospital experiences.Aims: This study examined effects of a nurse-led Teach-Back intervention, Teaching Important Medication Effects (TIME), compared with usual care on patients' knowledge, experiences, and satisfaction with medication education before and after discharge. The aims were to examine patients' priority learning needs, group differences in new medication knowledge before and after discharge, and post-discharge experience and satisfaction with medication instruction. Methods:A longitudinal pretest/post-test, 2-group design was used with 107 randomly selected medical-surgical patients from an academic hospital. After receiving medication instructions, patients were interviewed before and within 72 h after discharge. Bivariate analyses were used to assess group differences in demographic and outcome variables.Results: Usual care (n = 52) and TIME (n = 55) groups' characteristics were equivalent. Knowing new medication names and side effects were top learning priorities.Medication side effect knowledge was better in TIME versus usual care groups at discharge (94.3% vs. 72.5%, p = .003) and follow-up (93.9% vs.75.8%, p = .04). TIME positively influenced patients' medication education experiences; specifically, nurses always explained why a new medication was needed and its side effects. TIME was associated with patients being very satisfied with nurses' education versus usual care (97% vs. 46.9%, p < .001).Linking Evidence to Action: TIME was significantly and positively associated with knowledge of new medication side effects over time and experiences and satisfaction with nurses' medication education. Teach-Back was effective in educating patients about new medications. It is an essential approach for patient education, requiring clinicians to confirm patients' retention and understanding of new information with each encounter.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Using a teach‐back intervention significantly improves knowledge, perceptions, and satisfaction of patients with Nurses' discharge medication education

Marks

O'Sullivan

Pytel

et al. 2022

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

show abstract

“…Patient education commences early in hospital and continues until full recovery of patient. Also, it provides appropriate information to patients by which they can acquire a healthier status (1)(2)(3)(4).…”

Section: Introductionmentioning

confidence: 99%

Iranian Nurses’ Perspective of Barriers to Patient Education in Intensive Care Unit: A Qualitative Study

et al. 2015

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Background: During their life, people are constantly moving between health and disease. No doubt, health status is associated with health literacy and attitudes of individuals. Patient education commences early in hospital and continues until full recovery of the patient. Also, it provides appropriate information to patients by which they can acquire a healthier status. Objectives: This study aimed to investigate Iranian nurses' perspective from barriers to patient education in intensive care unit. Materials and Methods: In this qualitative study, 25 nurses were recruited using purposeful sampling. Data were gathered using semi-structural interviews. Moreover, data were transcribed verbatim and analyzed using the content analysis method. Results: Five main barriers were identified as barriers to patient education including nursing personnel shortages, lack of adequate knowledge and motivation, inadequate facilities, ineffective communication, and insufficient supervision and control. Conclusions: The necessity and importance of patient education and the role of nurses in intensive care unit is undeniable. Regarding the importance of the issue, the barriers to effective patient education should be addressed. The barriers, then, should be diminished using appropriate measurements

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Always InforMED: Nurse champion-led intervention to improve medication communication among nurses and patients

Begum

Liu

Sun

2020

Applied Nursing Research

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Education for medications and side effects: a two part mechanism for improving the patient experience

Cited by 14 publications

References 10 publications

Using a teach‐back intervention significantly improves knowledge, perceptions, and satisfaction of patients with Nurses' discharge medication education

Using a teach‐back intervention significantly improves knowledge, perceptions, and satisfaction of patients with Nurses' discharge medication education

Iranian Nurses’ Perspective of Barriers to Patient Education in Intensive Care Unit: A Qualitative Study

Always InforMED: Nurse champion-led intervention to improve medication communication among nurses and patients

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