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.
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.
Authors: Negin Niksadat; Sakineh Rakhshanderou; Reza Negarandeh; Ali Ramezankhani; Ali Vasheghani Farahani; Mohtasham Ghaffari Journal: Arch Public Health Date: 2022-01-04
Authors: Marliza Du Plessis; Cassandra R McGaffin; Thamsanqa Molepo; Roleen Oelofse; Susan Van Zyl; Mokgadi K Mashola Journal: S Afr J Physiother Date: 2018-07-03