C J Cabilan1, Mary Boyde2, Elizabeth Currey3. 1. Emergency Department, Princess Alexandra Hospital, Brisbane, Australia. Electronic address: carajoyce.cabilan@health.qld.gov.au. 2. Cardiology/Nursing Practice Development Unit, Princess Alexandra Hospital, Brisbane, Australia; School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Australia. 3. Emergency Department, Princess Alexandra Hospital, Brisbane, Australia; Pharmacy Department, Princess Alexandra Hospital, Brisbane, Australia.
Abstract
OBJECTIVE: To evaluate the effectiveness of pharmacist-led discharge medication counselling using a structured, multimodal educational strategy with teach-back (intervention) against standard care. METHODS: This was a quasi-experimental study in a public, metropolitan ED. Participants discharged home with new medications were allocated to receive the intervention or standard care using convenience sampling. Participant characteristics (i.e. age, sex, socio-economic status, medications) and health literacy were collected. The outcomes measured were satisfaction with information, ED re-presentation and length of stay. RESULTS: There were 51 participants: 14 received intervention, 37 had standard care. Overall, 12% had inadequate health literacy. Group characteristics and health literacy were similar. Participants who received the intervention were significantly reported higher satisfaction with information about their new medications compared to standard care (p = 0.009). Specifically, the intervention was associated with a 98% increase in satisfaction with information relating to side-effects. There were no differences in re-presentation and length of stay. CONCLUSION:Pharmacist-led discharge medication counselling incorporating a structured, multimodal educational strategy and teach-back was effective in improving patient satisfaction with medication information in the ED. PRACTICE IMPLICATIONS: A similar intervention could be trialled in other EDs, but outcomes other beyond satisfaction should be considered. Crown
RCT Entities:
OBJECTIVE: To evaluate the effectiveness of pharmacist-led discharge medication counselling using a structured, multimodal educational strategy with teach-back (intervention) against standard care. METHODS: This was a quasi-experimental study in a public, metropolitan ED. Participants discharged home with new medications were allocated to receive the intervention or standard care using convenience sampling. Participant characteristics (i.e. age, sex, socio-economic status, medications) and health literacy were collected. The outcomes measured were satisfaction with information, ED re-presentation and length of stay. RESULTS: There were 51 participants: 14 received intervention, 37 had standard care. Overall, 12% had inadequate health literacy. Group characteristics and health literacy were similar. Participants who received the intervention were significantly reported higher satisfaction with information about their new medications compared to standard care (p = 0.009). Specifically, the intervention was associated with a 98% increase in satisfaction with information relating to side-effects. There were no differences in re-presentation and length of stay. CONCLUSION: Pharmacist-led discharge medication counselling incorporating a structured, multimodal educational strategy and teach-back was effective in improving patient satisfaction with medication information in the ED. PRACTICE IMPLICATIONS: A similar intervention could be trialled in other EDs, but outcomes other beyond satisfaction should be considered. Crown