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Testing a Teaching Appointment and Geragogy-Based Approach to Medication Knowledge at Discharge

Authors

  • Sharon Kimball MS RN CRRN CNL,

    Clinical Nurse Leader, Corresponding authorSearch for more papers by this author
    • Sharon Kimball, MS RN CRRN CNL, is a clinical nurse leader at the Providence Portland Medical Center in Portland, OR. Please

  • Gail Buck LPN,

    Staff NurseSearch for more papers by this author
    • Gail Buck, LPN, is a staff nurse in the rehabilitation patient care unit at the Providence Portland Medical Center in Portland, OR.

  • Debora Goldstein RN CRRN,

    Staff NurseSearch for more papers by this author
    • Debora Goldstein, RN CRRN, is a staff nurse in the rehabilitation patient care unit at the Providence Portland Medical Center in Portland, OR.

  • Elena Largaespada RN CRRN,

    Assistant Nurse ManagerSearch for more papers by this author
    • Elena Largaespada, RN CRRN, is an assistant nurse manager in the rehabilitation patient care unit at the Providence Portland Medical Center in Portland, OR.

  • Lauren Logan MSN RN,

    Staff NurseSearch for more papers by this author
    • Lauren Logan, MSN RN, is a staff nurse in the rehabilitation patient care unit at the Providence Portland Medical Center in Portland, OR.

  • Diane Stebbins RNC,

    Staff NurseSearch for more papers by this author
    • Diane Stebbins, RNC, is a staff nurse in the rehabilitation patient care unit at the Providence Portland Medical Center in Portland, OR.

  • Lisa Halvorsen PhD CNS RN,

    Director of CriticalSearch for more papers by this author
    • Lisa Halvorsen, PhD CNS RN, is director of critical, progressive, and dialysis care at Providence Portland Medical Center in Portland, OR.

  • Kris Kalman-Yearout MBA RN

    DirectorSearch for more papers by this author
    • Kris Kalman-Yearout, MBA RN, is director of medical-surgical nursing at Providence Portland Medical Center in Portland, OR.


sharon.kimball@providence.org

Abstract

Limited research is available on how best to provide discharge teaching for rehabilitation patients. The purpose of this study was to evaluate the effectiveness of different methods for providing education to increase patient knowledge about discharge medications. Using a convenience sample of patients and family members, a randomized, experimental study design was conducted to compare three methods for teaching about discharge medications (geragogy format plus scheduled time for teaching; geragogy format alone; standard teaching method). No differences were found in knowledge between the three teaching methods, but family members had significantly lower confidence levels before the teaching sessions than patients; patients' confidence levels increased after education (p = .002). Although the teaching method did not affect medication knowledge, family members (though not patients) experienced significant increases in confidence levels for administering discharge medications after the education.

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