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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Student-Novice Nurse Preparation: Addressing Barriers in Discharge Teaching
Tiffani Chidume1, Sherry Pass-Ivy
1About the Author Tiffani Chidume, MSN, CCRN, an assistant clinical professor and simulation center coordinator at Auburn University School of Nursing, Auburn, Alabama, is a student in the Doctor of Nursing practice program at the University of Alabama in Huntsville, Huntsville, Alabama. Sherry Pass-Ivy, MSN, CNS, CDE, clinical nurse specialist and certified diabetes educator at LeBonheur Children's Hospital, is also a student in the Doctor of Nursing practice program at the University of Alabama in Huntsville. For more information, contact Tiffani Chidume at tlc0045@auburn.edu.
Aim:
The aim of this article was to assess how and to what degree nursing students are prepared for patient discharge teaching (DT).
Background:
The process of discharging patients has become more complex. Despite the expectation that nursing students will be competent in providing effective DT upon graduation, the preparation of new graduates is a problem for hospitals.
Method:
A review of the literature was conducted.
Review:
The review showed that novice nurses enter the workforce unprepared to provide adequate DT due to limited communication and limited time during their education, which led to low confidence and limited knowledge.
Conclusion:
Methods to overcome current barriers in DT, including simulation practices, the teach-back method, dedicated education units, collaborative efforts, discharge checklists, and health literacy identification, are presented as recommendations for nursing education.
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