Effects of Role

Confusion on Patient
Medication Education
at SFMC
Somer Adkins, Holly Avers, Angel Brooks, Taylor Dover, &
Alexandra Jackson
Introduction and Problem

● St. Francis Medical Center

● National level HCAHPS scores: 66% vs 61%
● Lack of satisfaction of medication education
● Low HCAHPS scores: satisfaction related to “always” receiving
education; recall, health status, time
● Role confusion: who is responsible?
Reason for the Effort

Pros:
● Compliance Cons:
● Health literacy ● Anxiety
● Staff competency ● Discharge time
● Patient outcomes
● Confidence
Data and Analysis of the Issue
Questions to gather qualitative data:
- To patients: What are barriers to asking the nurse
about your medication?

- To nurses: What barriers do you have in

providing education on medications given?

- Observing interdisciplinary rounds provide

context to how other members of the care team
can provide education to patients regarding
medications.
Root Cause

Role Confusion plays a major part in medication education!

Source(s) to support: Nurses’ attitudes and behaviors on patient medication

education
Key points: - Doctors and nurses confusion who is responsible for initial
medication education.
-Acknowledging the importance of pharmacist, and not speaking on
them being involved
Making Connections: Patient education in interdisciplinary rounds or direct
collaboration with pharmacists and doctors
Proposed Solution
Logistics and Stakeholders

Logistics: Stakeholders:
- Development - Nurse managers, leaders and
- Marketing educators
- Printing and lamination - Patients and families
- Teaching - IDR teams
Potential costs, Timeline, and Data
Collection

Potential Costs: Timeline: Data Collection:

- Printing and lamination - Development (weeks - Quarterly HCAHPS score

= $0 1-4) compilation
- Key Rings = $17.99 for - Marketing (weeks 5-8) - Qualitative data from
130 rings - Printing (weeks 9-12) our two questions
- Time to educate - Education (weeks 9-12)
- Total time 3-6 months
Expected Benefits and Outcomes

Benefits: Outcomes:

● # of patients reporting ● HCAHPS scores

‘Always’ ● Medication adherence
● Knowledge of medications ● Diagnosis management
● Medication adherence ● Clear team member roles
Conclusion

● Improved HCAHPS scores

● Medication education as a priority
● Role confusion eliminated
● Patient adherence and knowledge
● Promote positive outcomes
References
● Auyeung, V., Patel, G., McRobbie, D., Weinman, J., & Davies, G. (2011). Information about medicines to cardiac in-patients:
patient satisfaction alongside the role perceptions and practices of doctors, nurses and pharmacists. Patient education and
counseling, 83(3), 360–366. https://doi.org/10.1016/j.pec.2011.04.028
● Bowen, J. F., Rotz, M. E., Patterson, B. J., & Sen, S. (2017). Nurses' attitudes and behaviors on patient medication education.
Pharmacy practice, 15(2), 930. https://doi.org/10.18549/PharmPract.2017.02.930
● U.S. Centers for Medicare & Medicaid Services. (2020, September 25). Hospital compare: St. Francis Medical Center survey of
patient experiences. https://www.medicare.gov/hospitalcompare/profile.html#profTab=1&ID=490136&Distn=1.8&dist=50&loc
=23112&lat=37.4470062&lng=-77.665066
● Jones, T. R., & Coke, L. (2016). Impact of standardized new medication education program on postdischarge patients’ knowledge
and satisfaction. Journal of Nursing Administration, 46(10), 535–540. https://doi.org/10.1097/NNA.0000000000000398
● Prochnow, J. A., Meiers, S. J., & Scheckel, M. M. (2019). Improving Patient and Caregiver New Medication Education Using an
Innovative Teach-back Toolkit. Journal of Nursing Care Quality, 34(2), 101–106.
https://doi.org/10.1097/NCQ.0000000000000342
● Yi, Z.-M., Zhi, X.-J., Yang, L., Sun, S.-S., Zhang, Z., Sun, Z.-M., & Zhai, S.-D. (2015). Identify practice gaps in medication education
through surveys to patients and physicians. Patient Preference and Adherence, 9, 1423–1430.
https://doi.org/10.2147/PPA.S93219