The implementation of a dedicated education unit in a public health setting.

INTRODUCTION: The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute-care settings, this project explores the implementation of a DEU in a public health setting. OBJECTIVES: Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. DESIGN: IRB approved, pre/post survey with participant comments. MEASUREMENTS: Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t-tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. RESULTS: Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p-value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. CONCLUSIONS: The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students' positive perceptions of, and increase interest in serving as a public health nurse after graduation.

Improving Patient and Caregiver New Medication Education Using an Innovative Teach-back Toolkit.

BACKGROUND: Patients and caregivers are often not adequately informed about new medications. Nurses can lead innovations that improve new medication education. LOCAL PROBLEM: Healthcare Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores on medication questions trailed state and national levels in one Midwestern hospital. METHODS: This quality improvement project, guided by the Ottawa Model of Research Use and the Always Use Teach-back! innovative toolkit, used a 1-group pre- and posteducation design with RNs, patients, and caregivers. INTERVENTION: RNs (n = 25) were observed in patient/caregiver education and surveyed in confidence/con-viction in the teach-back method before and after education. Patients' (n = 74) and caregivers' (n = 33) knowledge was assessed. RESULTS: RNs reported significant increases in conviction in the importance of (P < .0001), confidence in using (P < .0001), and frequency in using (P < .0001) teach-back. With teach-back, both patients and caregivers recalled the purpose and side effects of new medications. Specific HCAHPS scores increased from 6% to 10%. CONCLUSION: The teach-back method strengthened safe nursing practice and enhanced quality in new medication education.