Year of Publication

2016

Degree Name

Doctor of Nursing Practice

Committee Chair

Dr. Karen Stefaniak

Clinical Mentor

Dr. Cecilia Page

Committee Member

Dr. Lacey Buckler

Abstract

Background: With the advances in medical care, patients are being asked to manage more complicated self-care regimens, and there is often a gap between what the nurse teaches and what the patient understands. This can lead to re-hospitalizations that are burdensome for patients and are costly to the American healthcare system. The Department of Health and Human Services (DHHS) challenged healthcare organizations to leverage technology that engages patients in self-management support and encourages clinician use of patient-centered communication techniques, such as teach-back.

Purpose: The purpose of this project is to evaluate the use of health information technology along with an evidence-based practice communication technique, teach-back, to improve patient satisfaction, and decrease hospital readmissions.

Methods: A descriptive, quasi-experimental study design using pre and post-test comparisons was used to make comparisons between thirty-day readmission rates, Consumer Assessment of Healthcare Providers and Systems (CAHPS) with transition of care, and a nurse satisfaction survey.

Results: There was no evidence of statistical significance in the comparison of outcomes before and after the intervention. The nurses provided teach-back following the video clips with 16% of the patients so the intervention was not implemented by the staff as planned. However, 90% of the patients that answered the Interactive Patient Care System (IPC) satisfaction survey before discharge responded that they were able to easily use the system, it helped them understand more about their health condition and how to care for themselves, and it positively impacted their hospital stay. While the results are not statistically significant, they are still sufficiently conclusive to support further study to analyze the effectiveness of using an IPC system with evidence based practice teaching techniques.

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