Student-Novice Nurse Preparation: Addressing Barriers in Discharge Teaching

Abstract

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.

Nurse-Caregiver Communication of Hospital-To-Home Transition Information at a Tertiary Pediatric Hospital in Western Australia: A Multi-Stage Qualitative Descriptive Study

“…The content was heavily dependent on nurses' years of working experience and speciality area of practice. Junior staff found providing transition information challenging due to their limited experience and lack of standardization of the information, as identified previously (Chidume & Pass-Ivy, 2019). Study findings confirmed those of earlier studies in that information provided at discharge was too generalized for some caregivers (Keatinge et al, 2009;Pinto et al, 2010Pinto et al, , 2015.…”

Evaluation of a theory‐informed implementation of a nursing discharge teaching intervention for older adults

“…Limited skills and knowledge on how to teach patients were mentioned as a barrier to discharge teaching. Recently graduated nurses perceived gaps in their undergraduate education regarding discharge teaching, which is common to other settings (Chidume & Pass‐Ivy, 2019). Entering the workforce, they experienced gaps between what they were taught about patient teaching principles and the opportunity to practice teaching within the constraints of the work organization.…”

“…Limited skills and knowledge on how to teach patients were mentioned as a barrier to discharge teaching. Recently graduated nurses perceived gaps in their undergraduate education regarding discharge teaching, which is common to other settings (Chidume & Pass-Ivy, 2019).…”

The Art of Discharge Planning: Teaching Nursing Students to Address Disparities through Simulation

“…Learner-centered educational strategies should include simulation for students to actively participate in role-playing. According to the American Nurses Association, patient education plays a fundamental role in the nurses' scope of practice; therefore, students must be given ample opportunity to practice discharge planning (Chidume & Pass-Ivy, 2020). Simulation allows students to gain experience and confidence and to practice skills, thus alleviating students' and novice nurses' anxiety and fears while lessening the experience-complexity gap (Chidume & Pass-Ivy, 2020;Ross & Carney, 2017).…”

“…D ischarge planning is an important component of high-quality patient teaching, and is directly related to readmission rates; novice nurses may feel inadequately prepared to participate in discharge planning due to knowledge gaps and inadequate preparation in nursing education programs (Chidume & Pass-Ivy, 2020). To achieve outcomes related to transfer of information to patients, nurses must be able to recognize and address health disparities before discharge efforts are completed (Luther et al, 2019).…”