presented by Pat Quigley
Effective education is critical to ensuring that patients have the knowledge and skills to maximize their health, well-being, functional independence, and social integration. Rehabilitation nurses have the unique role to teach, reinforce, and evaluate effective education to promote positive patient outcomes. Health literacy serves as the foundation to increase the probability that patients really learn what they need to as a result of education programs. Effective education is not a one-way process, but rather requires a systems approach and modification for cognitively alert and cognitively impaired patients. During this course, rehabilitation nurses will refresh their knowledge of the domains of learning, health literacy, and tools to examine teaching effectiveness.
Dr. Patricia Quigley, PhD, MPH, APRN, CRRN, FAAN, FAANP, Nurse Consultant, is a retired Associate Director of the VISN 8 Patient Safety Research Center of Inquiry and is both a Clinical Nurse Specialist and a Nurse Practitioner in Rehabilitation. Her contributions to patient safety, nursing, and rehabilitation are evident at a national level, with emphasis on clinical practice innovations designed to promote elders’ independence and safety. For over 40 years, Dr. Quigley has practiced in the field of rehabilitation nursing, including 32.5 years with the Veterans Administration. She serves as patient safety expert for fall and injury reduction to the American Hospital Association, Washington State Hospital Association, Alaska State Hospital and Nursing Home Association, and their Hospital Engagement Networks – now Hospital Improvement Innovation Networks. She also served as fall and fall injury prevention subject matter expert for the 2013 AHRQ National Falls Toolkit and the 2008 and 2013 Institute for Healthcare Improvement Reducing Serious Injurious Falls on Medical Surgical Units. Dr. Quigley serves as a committee member of the NQF Patient Safety Standing Committee and past member of the NQF Patient Safety Complications Steering Committee, nominated by ANA. Her leadership resulted in redesign measurement of patient safety indicators for falls and fall injuries that link organizational, unit, and patient-level variables that are relevant and evidence-based. With a legacy as primary and co-investigator on health services and rehabilitation research, she has conducted large-scale studies to examine trends and cost savings on national interventions to reduce harm from falls. Dr. Quigley has served as principal or co-investigator in 35 research studies, totaling over $7.5 million. She has a track record of interdisciplinary research with health economists, epidemiologists, and statisticians for population-based outcomes research. Dr. Quigley has co-authored and served as associate director for eleven VISN 8 Patient Safety Center of Inquiry center grants from 1999-2016, totaling over $13 million. She has authored or co-authored more than 60 peer-reviewed manuscripts and more than 50 non-peer-reviewed manuscripts, book chapters, products, and media works. Dr. Quigley is grounded in practice, with a legacy of leadership in healthcare outcomes related to functional improvement, rehabilitation outcomes, and continuum of care. For over 20 years, she led an interdisciplinary clinical team in the development of evidence-based assessment tools and clinical guidelines related to assessing veterans’ risk for falls and fall-related injuries across multiple medical centers. Additionally, she provides ongoing consultation to the nursing staff, quality management, and patient safety coordinators for management of complex patients at risk for falls.
Much emphasis exists today on strategies to engage patients as full partners in their healthcare. One of those strategies is through rehabilitation nurses’ direct interaction with and education of patients and families. Education is more than one-way communication, handing a patient an education brochure, and/or discharge planning. This session shapes rehabilitation nurses’ approach to patient and family education by focusing on teachable domains of learning.
Rehabilitation nurses engage in formal and informal patient and family education opportunities. However, the majority of such engagement remains informal, without two-way communication methods to evaluate effectiveness of teaching or learning. Health literacy tools enable the redesign of patient education approaches to maximize patient learning.
Systems theory provides the theoretical approach that reinforces education is not a one-way process, rather an open system of communication between a sender and a receiver. Engaging patient education as an open system approach requires that rehabilitation nurses as educators remain mindful of the environmental and interaction factors that facilitate or impede exchange of information and successful learning. Tools to evaluate successful learning will be presented so rehabilitation nurses can measure education outcomes.