Improving patient activation with a tailored nursing discharge teaching intervention for multimorbid inpatients: A quasi-experimental study

被引：3

作者：

Pellet, Joanie ^{[1
,4
,5
]}

Weiss, Marianne ^{[2
]}

Zuniga, Franziska ^{[3
]}

Mabire, Cedric ^{[1
]}

机构：

[1] Univ Lausanne UNIL, Lausanne Univ Hosp CHUV, Inst Higher Educ & Res Healthcare IUFRS, Lausanne, Switzerland

[2] Marquette Univ, Coll Nursing, Milwaukee, WI USA

[3] Univ Basel, Inst Nursing Sci INS, Fac Med, Basel, Switzerland

[4] Univ Lausanne, Inst Higher Educ & Res Healthcare IUFRS, Rte Corn 10, Lausanne, Switzerland

[5] Univ Lausanne, Rte Corn 10, Lausanne, Switzerland

来源：

PATIENT EDUCATION AND COUNSELING | 2024年 / 118卷

关键词：

Patient education; Patient activation; Teaching method; Nurses; Multimorbidity; Patient discharge; Discharge planning; Intervention study; HOSPITAL DISCHARGE; CARE; QUALITY; READINESS; MANAGEMENT; PEOPLE; PREVALENCE; PREDICTORS; CHALLENGES; GUIDELINES;

D O I：

10.1016/j.pec.2023.108024

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

Objective: Preliminary effectiveness test of a novel structured personalized discharge teaching intervention for multimorbid inpatients. Methods: Using a 2-group sequential pre/post-intervention design, the sample comprised 68 pre-intervention control group and 70 post-intervention group participants. The discharge teaching intervention by trained clinical nurses used structured tools to engage patients and individualize discharge teaching. Outcomes measures included Patient Activation Measure, Readiness for Hospital Discharge Scale, Discharge Care Experiences Survey, and readmission with 10 days post-discharge. Results: The intervention had a statistically significant positive effect on improving patient activation (M=4.8; p = 0.05) from admission to post-discharge. The participation subscale of the Discharge Care Experiences Survey was higher in the intervention (M=4.1, SD=0.7) than the control group (M=3.8, SD=0.7; t (127)=-2.79, p = .01, effect size= .34). There were no significant between-group differences in Readiness for Hospital Discharge Scale and readmission. Conclusions: Our results suggest that a structured personalized discharge teaching intervention can improve patient activation and participation in discharge care. Further refinement of the intervention is needed to evaluate and improve specific components of the intervention. Practice Implications: Structured personalized discharge teaching should include patient engagement strategies in the teaching-learning process.

引用

页数：8

共 52 条

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