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Emergency Department Discharge Instructions: Lessons Learned through Developing New Patient Education Materials
Danielle M McCarthy1, Kirsten G Engel, Barbara A Buckley
1Department of Emergency Medicine, Feinberg School of Medicine, Northwestern University, 211 E. Ontario St., Suite 200, Chicago, IL 60611, USA.
Emergency Medicine International
|June 6, 2012
Summary
New patient discharge instructions were created for emergency department diagnoses using literacy-appropriate tools. While essential, these tools alone were insufficient, highlighting the need for further insights in patient education material development.
Area of Science:
- Health literacy
- Patient education
- Emergency medicine
Background:
- Effective patient discharge instructions are crucial for health outcomes.
- Current emergency department (ED) discharge materials may not meet literacy or patient-centered needs.
Purpose of the Study:
- To develop and evaluate new discharge instructions for common ED diagnoses.
- To identify insights and lessons learned during the creation of patient-centered educational materials.
Main Methods:
- Multidisciplinary team development of new discharge instructions.
- Utilized recommended tools for literacy-appropriate and patient-centered material creation.
- Document analysis of the creation process.
Main Results:
- Recommended tools were essential for constructing new ED discharge instructions.
- The utilized tools, while necessary, were not sufficient for optimal material development.
- Key insights and practical lessons were gained throughout the process.
Conclusions:
- Developing effective patient education materials requires more than just standardized tools.
- Further research and practical experience are needed to refine the creation of patient-centered discharge instructions.
- This work informs future efforts in health literacy and patient communication in emergency care.
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