Improvement of Medication Education Taylor Nolen University of South Florida College of Nursing BSN student Purpose Results Measures The purpose of this project is to better educate patients regarding medication they will be taking during their hospital stay and possibly after discharge. This project will focus on the different methods nurses use to teach their patients about the medications they are receiving. This project will look at the continuity between nurses regarding medication teaching, and resources that can be better utilized to improve HCAHPS regarding medications. Insert a copy of your flow chart or fishbone diagram here if possible (i.e., recommended but not required). If not used, clear this text and insert the word “Placeholder” inside the box. HCAHPS scores will be evaluated before implementation Surveys will be sent out to all floor nurses (voluntary) to see what methods are currently being used to present medication education. HCAHPS will be re-evaluated to determine the effectiveness of new implementations. HCAHPS will be increased by 10% within three months following implementation. Background Process Improvement Process for improvement will began during admission. Each patient will receive a handout with commonly prescribed medication on the unit. Each RN should be explaining the medication they are giving to the patient before actually administering to the patient. Nurses will suggest that the patients utilize the Get Well Network which allows the patient to use the TV and keyboard located in their room to search for medications they are being prescribed. At discharge, printing out medication leaflets for medications the patients are being discharged with and reiterating about the handout given at admission. Medication teaching is not only essential to discharge teaching, but also during the hospital stay. It is a requirement for hospital accreditation. Many patents get their information form drug labels, which is often times difficult for patients to read and understand (Shrank & Avorn, 2007). It is imperative that the patient receives medication educations for many reasons. When teaching the patient about their medication they learn the correct dosage, when to take the medication and most importantly why they are taking this medication. It is also important to teach them expected side effects of the medication and when to call their provider if they began to experience adverse symptoms. “One study found that almost one-fifth of individuals with an initial preventable admission had at least one preventable readmission within 6 months. 11.5% of Medicare patients within 15 days and 17.6% within 30days” (AHRQ, 2014). Readmissions are due to “Insufficient patient understanding of care and care needs: Many readmissions occur because hospitalized patients and their family members do not adequately understand their post-discharge care needs, including complicated medication regimens and the need for periodic follow-up care from different health care providers” (AHRQ, 2014). Placeholder The above Bar graph represents data from eight RN’s on the 5th floor Women’s Tower. This study asked the nurses how often they complete each task stated on the left side of the graph regarding medication education. Limitations / Lessons Learned Placeholder Nurses compliance with adhering to new implementations ex. Medication discharge sheet, printing out medication leaflets, and utilizing the Get Well Network. Nurses motivation to attend educational classes on how to navigate the Get Well System Nurses willingness to change existing habits concerning medication education. Lessons learned: There are multiple resources readily available, but some are hardly, if at all being used by the RN’s . References Agency for Healthcare Research and Quality. (2014). Discharge education program increases patient understanding of treatment and followup care. Retrieved from http://www.innovations.ahrq.gov/content.aspx?id=2294 Kripalani, S., Jackson, A., Schnipper, J., and Coleman, E. (2007). Promoting effective transitions of care at hospital discharge: A review of key issues for hospitalists. Journal of Hospital Medicine, 2, 314-323. DOI: 10.1002/jhm.228 Latter, S., Yerrell, P., Rycroft-Malone, J and Shaw, D. (2000). Nursing, medication education and the new policy agenda: The evidence base. International Journal of Nursing Studies, 37, 469-479. DOI: http://dx.doi.org/10.1016/S0020-7489(00)00026-2 Martens, Karen. (1998). An ethnographic study of the process of medication discharge education. Journal of Advance Nursing, 27, 341-348. http://dx.doi.org.ezproxy.hsc.usf.edu/10.1046/j.1365-2648.1998.00534.x Shrank, W. and Avorn, J. (2007). Educations patients about their medications. Helath Affairs, 26, 731-740. doi: 10.1377/hlthaff.26.3.731 Improvement Tools/Methods Plan-Do-Study-Act improvement method Bar Graph with data to display current practices by RN’s Flow Chart of new implementation process Team Members Floor Nurses Charge Nurse Nurse Manager Nurse Educator St. Joseph's Women’s Hospital Fifth Tower