Actions to Improve In-Patient Communication on Medication Teaching

Abstract

Practice Problem: Medication education is a national and global patient safety challenge. Healthcare organizations often lack consistent and effective medication teaching policies. Studies have found that the teach-back method is an effective interactive communication practice of medication teaching to achieve optimal patient outcomes. PICOT: In direct care nursing staff (P), How does an evidence-based medication teaching bundle (I) compared to the current medication teaching practice(C) affect staff adherence to the dissemination of medication teaching to hospitalized patients (O) in 12 weeks (T)? Evidence: A review and appraisal of 12 research studies demonstrated that the teach-back method was clinically and statistically significant in improving medication safety and patient outcomes. This supports the evidence-based Doctor of Nursing Practice (DNP) project for nursing staff trained on the teach-back method to integrate teach-back into medication teaching practice for hospitalized patients. Intervention: Nurse participants (n=8) were given an identical survey three times, once before and twice at six and ten weeks after training on the teach-back method, to evaluate the impact of the teach-back training on medication teaching. Using a validated teach-back evaluation tool, the nurse leader observed the participants' teach-back proficiency. Outcome: No statistical significance was found in the perceived importance of and confidence in using the teach-back method between any two-time points; the perceived importance of and confidence in using the teach-back method increased from week one to week ten. The use of teach- back for medication communication increased after the teach-back training. Conclusion: Education on the teach-back method effectively promotes nurses’ confidence in and use of the teach-back method for medication teaching. Standardizing medication teaching using this method is recommended.