Date of Award

Spring 6-2021

Scholarly Projects

Projects: SPU Access Only

Degree Name

Doctor of Nursing Practice (DNP)

Department

Nursing

Faculty Chair

Lena Hristova, DNP, ARNP, AGCNS-BC, CNE, NPD-BC, OCN, CMSRN

Faculty Reader

Julie Pusztai, PhD, RN

Executive Summary

Medication Management Education Module Implementation

Background and Significance: Medication nonadherence is common among homeless populations and varies between 27.2% and 47% depending on the type of medications taken, lack of understanding when and how to take medications, access to healthcare providers and pharmacies and side effects (Unni, Ashment, Miller, & Draper, 2014). Incorporating an education module for the shelter staff to be prepared to help homeless veterans in managing their medications can improve medication adherence. Increasing staff’s understanding of how to safely administer medications on a daily basis and increasing their confidence in educating homeless veterans how to properly take their medications will improve the quality of life of the homeless veterans and reduce unnecessary ER/Urgent Care visits.

Purpose Statement: The purpose of this DNP scholarly project was to develop a medication adherence education curriculum for the shelter employees and residents of an organization housing homeless males. The project involved an education training for the shelter staff so that they can better familiarize themselves with medication management strategies in order to help the homeless individuals adhere to their medications.

Problem Statement: Currently, the shelter does not have a method in place to help homeless veterans manage the medication. There are no healthcare providers on site on a daily basis and a physician only comes to the facility once weekly. It is not enough time for the provider to provide education on medication management for all the staff or all the homeless individuals. The facility does not have an education module educating the staff in regard to medication management or other issues that homeless veterans are going through on a daily basis.

Methods: IHI’s process of improvement Plan-Do-Study-Act (PDSA) Cycle was performed to expand staff’s medication management knowledge and increase teaching confidence. The PDSA Cycle included a PowerPoint presentation, along with recorded education session and a brochure. During the PDSA cycle hands on activities such as role-playing, teach back techniques and reading prescription labels.

Results: Staff’s level of knowledge on medication management was at about 84.8% at baseline. After the implementation of the PDSA Cycle, the level of knowledge increased to 95.6% initially after the education was provided. At 2 weeks, their knowledge decreased to 80.5% from baseline and at 4 weeks increased to 95.6% from baseline.

Similarly, 25% of staff had no confidence, 12.5% had somewhat confidence, 50% were pretty confident and 12.5% were very confident prior to intervention. At 4 weeks 100% of staff were pretty confident in providing education.

Sustainability: To ensure sustainability an audio and visual format of the PowerPoint presentation was provided for review and for future staff joining the organization. Also, the DNP student/project coordinator will continue to be a resource for the shelter staff for an additional six months.

Implications for Nursing Practice: This type of education module provided to the organization can be implemented in similar organizations. Future education curricula developers to learn from the limitations, challenges, and strengths of this project to create a stronger and more sustainable one.

health literacy, literacy, adult learning, vulnerable populations, learning styles, adult learning programs, program development strategies, coping skills, curriculum development, self-regulated learning strategies, teach-back method, online learning and education programs

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