Patients’ Perceptions of the Quality of Discharge Teaching and Readiness for Discharge

Authors

  • Susan Knier MBA/PM, OTR/L,

    Corresponding author
    1. System Rehabilitation Services, Interprofessional Education & Development Lean/Six Sigma Project Management Sharp HealthCare, San Diego, California, USA
    • Correspondence

      Susan Knier, MBA/PM, OTR/L, LSS GB, System Senior Rehabilitation Specialist, Sharp HealthCare, 2999 Health Center Dr. San Diego, CA 92123.

      E-mail: Susan.Knier@sharp.com

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  • Jaynelle F. Stichler DNSc, RN, NEA-BC, FACHE, FAAN,

    1. Professional Development and Research Consultant, Sharp Metro Campus, San Diego, California, USA
    2. Professor Emerita San Diego State University, San Diego, California, USA
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  • Laura Ferber MN, RN, CNRN, CRRN,

    1. Rehabilitation Clinical Nurse Specialist Regulatory Affairs Sharp Metro Campus, San Diego, California, USA
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  • Kathleen Catterall MA, CCC, SP

    1. Rehabilitation Manager Speech Therapy Psychology Social Work Case Management Recreation Therapy, Sharp HealthCare, San Diego, California, USA
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Abstract

Purpose

This study evaluated the effectiveness of a change to an interprofessional discharge planning/teaching process with more patient and family engagement.

Design

A quantitative survey design was used to measure the effectiveness of the interprofessional discharge planning and teaching process in improving patient and provider outcomes.

Methods

The project used the Quality of Discharge Teaching (QDTS) and Readiness for Hospital Discharge Scale (RHDS) instruments to measure the patients' perceptions of readiness for discharge. Patient satisfaction rates were measured before and after the change.

Findings

The new interprofessional discharge planning/teaching process significantly improved patient satisfaction levels from pre- to postimplementation (p < .05). There were significant differences in both pre (n = 36) and post (n = 31) data for information needed as compared to information received (p < .05). Significant improvements were noted in total QDTS (p=.01) and the Expected Support subscale of the RHDS (p=.038).

Conclusions and Clinical Relevance

The findings of this study indicate the importance of an interprofessional approach to discharge teaching to improve patient satisfaction and the quality of teaching. Adult learning theory and patient-centered care using a patient-engagement model is recommended for inpatient rehabilitation and home settings after discharge.

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