Cutilli, C. C. (2020). Excellence in patient education: Evidence-based education that “sticks” and improves patient outcomes. Nursing Clinics of North America, 55(2), 267-282.
https://doi.org/10.1016/j.cnur.2020.01.009
This article emphasizes the importance of evidence-based patient education in enhancing health outcomes. It highlights that effective education should be tailored to individual patient needs, considering factors like health literacy, cultural background, and personal preferences. By customizing educational approaches, healthcare providers can improve patient understanding and engagement, leading to better adherence to treatment plans and overall health management. The article discusses multiple strategies that can make patient education more impactful, including using clear communication techniques, incorporating teach-back methods to confirm understanding, and employing multimedia resources to cater to different learning styles. This source can be used to identify methods or strategies for improving patient education and overall patient outcomes. This source would be most suitable for determining the specific practices that will be implemented in an education improvement plan.
Laurence, R., Ancel, J., Devilliers, M. A., Carre, S., Dury, S., Dormoy, V., Deslée, G., & Jeanne-Marie Perotin. (2024). Patient education needs in severe asthma, a pilot study. BMC
Pulmonary Medicine, 24, 1-7. https://doi.org/10.1186/s12890-024-02960-8
This study investigates the educational needs of patients with severe asthma, expressing the importance of tailored patient education. The study was conducted at a single center in France involving 53 participants with severe asthma, and it was identified that 89% of them expressed at least one educational need. These topics for education included managing exacerbations, understanding “red flags” or signs and symptoms that warrant immediate intervention, and gaining knowledge about severe asthma and its comorbidities. Patients also expressed interest in topics regarding lifestyle, such as nutrition, physical activity, emotional management, and mechanisms for coping with environmental triggers. The study revealed that educational needs varied greatly based on patient age, socioeconomic status, and cultural background. The study suggests that asthma education should incorporate individualized resources and multidisciplinary involvement and should consider utilizing virtual tools like mobile phone applications. Nurses can utilize this study to identify applicable strategies for improving patient education. This source specifically highlights the role of individualized resources as participants in the study had varying concerns or areas for improvement despite having the same chronic condition. This source would be used most appropriately in developing practices or policies to improve patient education in the healthcare setting.
Pouresmail, Z., Fatemeh, H. N., & Rassouli, M. (2024). Quality of services in health education nurse-led clinics: an Iranian service providers and service recipients experience. BMC Health
Services Research, 24, 1-12. https://doi.org/10.1186/s12913-024-11057-1
This study examines Health Education Nurse-Led Clinics (HENLCs), a model aimed at improving patient education and follow up in the outpatient setting in Iran. This program was developed as part of a larger initiative to improve health literacy, shorten hospital stays, and reduce acute exacerbations of chronic conditions. Using the Donabedian quality model, a model analyzing the structure, process, and outcomes of a healthcare practice to determine its quality, the qualitative study assessed the experiences of service providers (nurses, managers, and policymakers) and recipients (patients and families) to determine the quality and effectiveness of services offered in HENLCs. Findings reveal that successful HENLCs require a competent and self-motivated nurse educator, accessible and well-equipped environments, educational materials, motivational facilities, and organizational support. Educators must possess professional competencies and social competencies that allow them to teach effectively. The physical and organizational infrastructure of clinics contribute to their success through aspects like convenient location, appropriate facilities, and organizational resources. The study emphasized the importance of tailoring patient education processes, including assessing needs, creating personalized content, and employing diverse teaching methods like in-person, remote, and group education. The study concludes that the implementation and development of HENLCs are critical to improving patient education, chronic disease management, and healthcare delivery. The information from this source provides audience members with an understanding of factors that can improve patient education and follow-up in outpatient settings. The study highlights the significance of creating a supportive environment with sufficient educational tools and resources. This source can be used to identify and implement evidence-based strategies for improving patient education. It would be most appropriate to use this source during the planning phase of developing an improvement plan for patient education.
Williams, S., & Waldrop, J. (2024). The Effects of Shared Decision-Making on Patient Participation in Discharge Meetings in a Behavioral Health Unit. Journal of the American
Psychiatric Nurses Association., 30(1), 180–186. https://doi.org/10.1177/10783903221085597
This study examines the cause of poor patient education and satisfaction in an inpatient behavioral health unit. Three factors were noted to contribute to this issue: lack of patient involvement in care plan meetings, optional or absent discharge meetings, and generic, standardized information being provided to patients despite their specific situation. The study concludes that shared decision-making between the care team and patient, tailored educational information, and mandatory discharge meetings had the power to enhance patient outcomes, promote collaboration, and ensure patients are well supported as they transition from the inpatient setting back into the community. This source can be used to recognize specific practices that can improve patient education.