The Cost of Patient Education on a Post-Partum Unit in an Acute Care Setting

Four years post-implementation, an interactive patient care system is slated for decommissioning in two hospitals. A team of experts was tasked with evaluating whether to replace or remove the functionalities of this system and the cost associated with either. The largest effects noted were the financial burden and the patient education. The cost to substitute video education with nursing time spent in patient education was determined to not be cost-effective.

The Impact of Primary Language on Knowledge of Labor Induction and Birth Satisfaction Prior to Implementation of Standardized Video Education

Background and Hypothesis: Induction of labor (IOL) is common, with as many as 1 in 4 labors being induced in the U.S. There is a lack of standardized patient education surrounding induction, however, which may contribute to patients’ expectations, feeling a lack of control, and lower birth satisfaction. We hypothesize that implementation of a video education tool prior to patients’ arrival for IOL may help manage patient expectations and improve birth satisfaction. Our objective was to ascertain knowledge, expectations, and satisfaction with IOL in a group of women before implementation of standardized pre-procedure education. Methods: Patients scheduled for induction were given a questionnaire after their delivery. The survey included knowledge and expectation questions about their induction, as well as the validated Birth Satisfaction Scale Revised (BSS-R). Birth and induction medication information were extracted from the medical record. Descriptive statistics were compiled, and knowledge and satisfaction scores were explored between English and Spanish surveys. Results: Our group consisted of 32 women, 19 English speaking and 13 Spanish speaking. The average BSS-R score was 26.87 ± 4.76. The average subcategory scores for stress experienced, personal attributes, and quality of care were 8.26 ± 3.15, 4.00 ± 2.03, and 14.81 ± 1.69, respectively. 65.7% of subjects correctly identified whether they received misoprostol during their induction. Correct identification for cervical ripening balloon (CRB), artificial rupture of membranes (AROM), and Pitocin use was 87.5%, 53.1%, and 56.3% respectively. There were few differences between English and Spanish speakers. Conclusions: While BSS-R scores for quality of care were high, overall stress experienced and personal attributes relating to anxiety could be improved. Additionally, just over half of the women correctly identified agents used in their induction. We anticipate that after standardized video education before induction, we will have improved knowledge, expectations, and satisfaction for women undergoing IOL.

Using Focus Groups to Understand Dialysis Staff Perspectives on Delivering Transplant Education

Introduction Kidney transplant education in dialysis facilities could be optimized with internet resources, like videos, but most qualitative research predates widespread availability of online video education about kidney transplantation. To improve understanding of dialysis staff transplant education practices, as well as the potential value of video, we conducted focus groups of dialysis center staff members in Buffalo, NY. Methods/Approach Seventeen focus groups (97 participants: 53 nurses, 10 dialysis technicians, 6 social workers, 6 dieticians, 7 administrative personnel, 2 trainees, and 1 insurance coordinator) from 8 dialysis facilities in Buffalo, NY, were conducted, audio-recorded, transcribed, and analyzed. After thematic data analysis, a diverse patient and caregiver community advisory board was invited to comment, and their voices were integrated. Findings: Five key themes were identified that captured barriers to transplant education delivery and how online video could be a facilitator: (1) delivery of transplant education was reliant on one person, (2) other dialysis staff had time to answer transplant questions but felt uninformed, (3) patient lack of interest in existing supplementary transplant education, (4) patient disinterest in transplantation education was due to education timing, feeling overwhelmed, and transplant fear/ambivalence, and (5) video education could be flexible, low effort, and spark transplant interest. Study limitations are potential selection bias and inclusion of English-speaking participants only. Discussion Dialysis staff barriers of time, insufficient knowledge, and limited resources to provide education to patients and their care partners may be mitigated with online educational videos without increasing staff workload.

P033 Randomised controlled trial on the efficacy of Audio-visual Health Educational materials on CPAP ADherence: The AHEAD trial

OSA is a prevalent chronic disease with significant health implications, for which achieving >4 hours/night on continuous positive airway pressure (CPAP) is essential for effective treatment. Educational videos to improve CPAP adherence are of interest as a low-cost intervention, however trials have shown mixed results. This study aimed to compare CPAP usage following standard of care education (SOCE), with the usage following the addition of educational videos, customised to incorporate low health literacy communication, motivational and self-efficacy techniques. Methods Adults with OSA recommended treatment with CPAP, were recruited and randomised in a single blinded method, to watch short educational videos following their in laboratory CPAP study or SOCE. The primary outcome was CPAP usage at 2mths and secondary outcomes were usage at 12mth and proportion of patients with adequate usage >4hrs/night. Results 195 patients met the eligibility criteria and were randomised to video education (n = 96) or to SOCE (n = 99). There was no significant difference in compliance at 2mths (median usage 1.7hrs IQR 0–6.2 SOCE, 4.4hrs IQR 0–6.7 video education p = 0.1), however at 12mths there was increased usage in the video education arm (median 0hrs IQR 0–5.4 standard of care, 3.8hrs IQR 0–6.87 p = 0.05). The proportion with adequate CPAP usage >4hrs/night at 12mths was higher in the video education group (33, 33% versus 48, 50% p = 0.01). Conclusions Long-term adherence to CPAP is enhanced by the addition of educational videos that incorporate low health literacy communication and motivational techniques, compared to SOCE.

PENGARUH PEMBERIAN EDUKASI MELALUI VIDEO TERHADAP KESIAPAN PULANG PASIEN DENGAN PENYAKIT JANTUNG KORONER DI RUMAH SAKIT DAERAH (RSD) MANGUSADA BADUNG

Health education is defined as the process by which health professionals provide information to patients that will change their health behavior or improve their health status. Properly targeted health education can lead to reduce hospitalizations. Educational interventions in heart care have been shown to increase physical activity and lead to healthy dietary habits and smoking cessation. One of the promotional methods that can be used to prepare home readiness of patients is audio visual media. This study aimed at determining the effect of video education on home readiness of patients with coronary heart disease in Mangusada Badung Regional Hospital. This study was a quasi-experimental study with a nonequivalent control group design. Home readiness of patients was analyzed using RHDS questionnaire. The control group (conventional lecture method) in this study was a group without video education, the treatment group had been given video education with 36 samples of each group using a systematic sampling method. Data analysis used t paired sample test and Man Whitney test. Based on Mann-Whitney U test with a confidence level of 95%, the results obtained P-value, = 0.000 with Z value = -7.215 therefore it can be concluded that providing video education media had a greater effect than providing lecture media education on home readiness of patients with coronary heart disease.