Georgetown University LogoGeorgetown University Library LogoDigitalGeorgetown Home
    • Login
    View Item 
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown University Medical Center
    • School of Nursing and Health Studies
    • Graduate Theses and Dissertations - Nursing and Health Studies
    • View Item
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown University Medical Center
    • School of Nursing and Health Studies
    • Graduate Theses and Dissertations - Nursing and Health Studies
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Using Teach-Back Guided Patient Education to Improve HCAHPS Scores

    Cover for Using Teach-Back Guided Patient Education to Improve HCAHPS Scores
    View/Open
    View/Open: Durden_georgetown_0076D_13865.pdf (711kB) Bookview

    Creator
    Durden, Heidi
    Advisor
    Knestrick, Joyce M
    Abstract
    Ineffective communication practices, including patient education and discharge planning, that fail to inform patients in clear terms, do not adequately satisfy patient expectations. Recent changes that affect provider reimbursement have largely been the impetus for greater emphasis on identifying best practices for efficient communication. The benchmark patient satisfaction survey, Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS), uses seven distinct composite areas, including satisfactory nurse-patient communication, to make fair comparisons about performance from the patients’ perspective. The purpose of this project was to measure the impact of nurse-patient communication on patient satisfaction as evidenced by HCAHPS scores. This quality improvement project (regarding this educational intervention) used a convenience sample of 21 staff registered nurses (RN) on an immediate care unit (IMCU). Slide style presentations were performed using standard Microsoft PowerPoint (PPT). Each participant completed a 15-20 minute PPT presentation led by the principal investigator (PI) on the intervention of teach-back (TB) as well as pre- and post-testing. TB was later used by staff RNs for patient education specific to discharge planning and new medications. Select HCAHPS items specific to nurse-patient communication were subsequently used to measure changes in patient satisfaction. The PI-led training sessions were TB refresher sessions for this group who had completed employer-mandated TB training 6 months earlier. TB training was found to yield significant improvements in staff RN knowledge in post-testing (Z=3.044; p=.002) and (remediation) post-testing (t(20)=6.92; p
     
    Resulting HCAHPS scores did demonstrate a trend of improvements; however, these findings were not statistically significant. Similar findings of improved HCAHPS scores were noted following mandated training; these results were also not significant. The use of TB training alone is not sufficient to remedy problems related to patient satisfaction regarding nurse-patient communication. Combining TB with better developed patient education practices must be used to efficiently address patient satisfaction. Examples of better developed patient education practices include input from pharmacy, simply printed medication materials listing indications and side effects, and bedside rounding that includes the patient feedback. Recommendations for future research should include how mixed and more robust patient education practices influence patient satisfaction.
     
    Description
    D.N.P.
    Permanent Link
    http://hdl.handle.net/10822/1050810
    Date Published
    2018
    Subject
    Nursing; Nursing;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    89 leaves
    Collections
    • Graduate Theses and Dissertations - Nursing and Health Studies
    Metadata
    Show full item record

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      Clinical Research in Low-Literacy Populations: Using Teach-Back to Assess Comprehension of Informed Consent and Privacy Information 

      Kripalani, Sunil; Bengtzen, Rachel; Henderson, Laura E.; Jacobson, Terry A. (2008-03)
    Related Items in Google Scholar

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility
     

     

    Browse

    All of DigitalGeorgetownCommunities & CollectionsCreatorsTitlesBy Creation DateThis CollectionCreatorsTitlesBy Creation Date

    My Account

    Login

    Statistics

    View Usage Statistics

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility