Multi-Method Approach to Improve Satisfaction With Communication of Medication Side-Effects on a Medical-Surgical Unit

Abstract

Session presented on Thursday, July 21, 2016: Background: Patient satisfaction related to hospital experience is viewed as a key indicator for quality of care (Ahrens & Wirges, 2013). More specifically, patient satisfaction scores related to communicating medication side effects on a medical-surgical unit are below the national benchmark. An immediate intervention to improve the process was necessary. Improving patient satisfaction about communication of medication side effects not only increases the patient's knowledge, but also improves health outcomes. Nurses play an important role in providing education and evaluating the patients' knowledge about newly prescribed medications through effective communication (Ahren & Wirges, 2013). The purpose of this evidence-based practice change project was to develop an educational approach on how to use a scripted Ask 3/Teach 3 technique to educate and evaluate medication teaching and its effectiveness in improving overall patient satisfaction scores related to communication of medication side effects. Aims: The purpose of this evidence-based project change was to increase patients' knowledge about medication side effects. The project's goal was to increase overall patient satisfaction HCAPHS scores relating to communication of medication side effects. Description of method: A descriptive quasi-experimental design was utilized to guide this project. Multiple intervention approaches were used for this evidence-based practice project. Education was provided to nurses on the importance of providing patient education on side effects and to the use of the Ask 3/Teach 3 technique method to teach and evaluate patient's knowledge about medication side effects. A scripted laminated sheet with the Ask 3/Teach 3 technique was hung in each patients' room as a reminder to prompt the patient/family to ask questions when receiving medications. Education was also provided to patients/family on the use the of the Interactive Patient Care system (IPC) to access medication education. Lastly, a laminated patient education sheet containing the most commonly prescribed medications for the unit including the side effects was hung on each computer on wheel (COW) for easy access. This made it readily available for nurses as a reference during patient teaching prior to medication administration. All medication education material was written at a fifth grade level with no medical jargon (Mayer & Villaire, 2009). Outcomes/data: After two months of implementation of the Ask 3/Teach 3 program, the data showed a 32 % increase in overall patient satisfaction scores related to communication about medicines from 55.5% to 87.5%. More specifically, the survey question related to how often the 'staff describe medicine side effects' showed a 50% increase from 20% to 75% post implementation of the project. Additionally, the data also showed that patient/family use of the IPC system to view medications education increased 62%. Recommendations: The success of this project depended on staff accountability in providing patient education and evaluating the patient's knowledge as medication was administered to improve the overall patient satisfaction and use of the IPC system. Therefore, it is essential to continue to remind the staff to practice this new technique and educate patients on the use of the IPC system. Patient education can be time consuming, therefore, it is important to have adequate staffing. Additionally, a laminated sheet containing the scripted Ask 3/Teach 3 technique that was hung in the patient's room should be printed on something larger than 8 x 11 paper size for easy viewing. Due to the use of a multi-method approach, it was difficult to determine which intervention had the most impact on the result.