Improvement of Patient Education in Preparation for the Inpatient Transplant Stay

Topic Significance & Study Purpose/Background/Rationale

BMT patients at our institution receive extensive education prior to transplantation through written materials, classes, and discussion with physicians, nurses, and transition nurses. The amount of information received has been described as “overwhelming” by the patient and caregiver and often is variable and inconsistent amongst disciplines.

Methods, Intervention, & Analysis

To better understand and address our patient and caregiver educational needs, a written survey was developed and administered to post-transplant patients (n=28) the day before discharge from the inpatient unit.  The survey assessed perception of pre-transplant education, education preferences, preferred time to receive education, and how well the current education prepared patients for their inpatient admission. Results indicated that patients noticed inconsistencies in information presented. Patients also expressed a preference for multiple learning experiences using written material, one on one interaction, and classroom lecture. A survey was also administered to all BMT nurses (n=70, 57% response rate) across the continuum to assess thoughts on current education, barriers to education, and what gaps in education existed.  Results  confirmed that education was inconsistent.

Based on survey results, the program’s education plan was revised by a multidisciplinary team. Classroom sessions were previously three hours long and discussed both autologous and allogeneic transplant. Classes have been shortened and separated into autologous and allogeneic classes, allowing for presentation of focused information. The program’s autologous and allogeneic transplant handbooks were completely revised to eliminate long sections, remove areas of duplication, change paragraphs to bullet format, and add pictures and color. Individual patient education sessions were standardized by development of a checklist, ensuring that each nurse reviewed the same information with each patient.

Findings & Interpretation

Patients surveyed after the above interventions were implemented (n=31) reported greater satisfaction with the pre-transplant education program. All of the respondents “Strongly Agreed” or “Agreed” that education was consistent, understandable, and prepared them for admission.  Nurses also expressed increased satisfaction with the program’s revisions.

Discussion & Implications

This project served to standardize and improve patient education with input from various disciplines involved in the transplant process as well as patient and family advisors.  These findings should be considered by transplant programs when developing or revising educational material.