Improving self-management in a complex population through patient-centered education and interdisciplinary communication
Kathryn Hiner, DNP, MSN, RN, CRRN
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The residual cognitive and physical deficits of traumatic brain injury and stroke create unique challenges during rehabilitation. A microsystem assessment of an inpatient rehabilitation unit serving traumatic brain injury and stroke patients identified areas for improvement in patient satisfaction and timely discharge preparation. Both of these issues were linked to poor communication and late initiation of education of patients and care partners. A literature review revealed that formal education and discharge programs for these populations have little effect on patient and care partner outcomes. As a result, an evidence-based project was undertaken using patient-centered education practices shown to be effective in improving patient and care partner satisfaction and self-management in patients returning to the community with residual deficits. A process improvement plan using the Plan-Do-Study-Act model was designed. A process change in patient and care partner education incorporating patient-centered themes and improved interdisciplinary communication was initiated and the results analyzed.
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
|In Lieu of Thesis
|Faculty Approved: Degree-based Submission
|Translational Research/Evidence-based Practice
|Patient Centered Care;
Traumatic Brain Injury;
|Patient Centered Care;
Patient Discharge Education;
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