Teaching Nursing Students to Provide Patient-Centered Transitional Heart Failure Education Using a Peer Teaching Strategy
Margaret Avallone DNP, RN, CCRN-K, CNE Renee Cantwell DNP, RN, CNE, CPHQ
Rutgers University School of Nursing-Camden, NJ ([email protected])
Pre-Post-Testmeasurementof:
KnowledgeofEssen6alElementsofPa6ent
Educa6onKnowledgeofEscala6ng
signsofHFRecogni6onofSignsof
LHF/RHFAbilitytouseTeach-Backinasentence
Background
Methods Measurements KeyFindingsPurposeThepurposeoftheprojectwastoevaluatetheeffec6venessofaPeer-ledstrategytoimprovetheknowledge,skills,andconfidenceofacceleratedbachelorofscience(ABS)nursingstudentstoprovideeffec6veHeartFailure(HF)transi6onalpa6enteduca6on
• 25% of elderly HF patients are readmitted within 30 days (Jencks, Williams & Coleman, 2010).
• Poor discharge planning and ineffective patient education can lead to poor patient outcomes (AHRQ, 2005).
• Improved compliance in core measures with new nurse education (Gallagher, 2011).
• HF readmissions reduced following a HF nursing educational program (Stern, 2014).
Design:• Quan6ta6vepretest,posOestand
surveymethodSample:• 66second-semesterABSnursing
students,18fourthsemesterPeerTeacherspar6cipated.
Interven2on:• TheIHI/TCAB:Crea'nganIdeal
Transi'onHomeprovidedthecurricularbaseforworkshop.
• Facultyeducatedpeerteacherspriortotheworkshop.
• WorkshopconsistedofHFdidac6c,casestudy,androle-playstrategies
• Peerteachersrole-modeledeffec6veandineffec6veeduca6onfollowedbydebriefing.
• Par6cipantsprac6cedpa6enteduca6onandTeach-back.
Pre-Post-Testmeasurementof:• KnowledgeofEssen6al
ElementsofPa6entEduca6on• KnowledgeofEscala6ngsigns
ofHF• Recogni6onofSignsofLHF/
RHF• AbilitytouseTeach-Backina
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EssElements
Escala2ngHF
LHF RHF
PRE
POST
Knowledge
