THE EFFECTIVENESS OF A SELF-CARE MEDICATION EDUCATION PROTOCOL ON THE HOME MEDICATION BEHAVIORS OF RECENTLY HOSPITALIZED ELDERLY.
Contributors: University of Texas at Austin.
Published: 1990
Number of pages: 202
Subjects: Health Sciences, Nursing.; Gerontology.; Health Sciences, Pharmacy.
Description: The purpose of this pretest-posttest experimental study was to determine if the application of a Self-Care Medication Education Protocol resulted in improved patient care outcomes for recently hospitalized elders. Patient care outcomes were measured on the basis of the following criteria: (a) knowledge of medication, (b) medication administration skills, and (c) medication error rates. The self-care conceptual framework proposed by Orem (1980, 1985) and adapted for patient education by Joseph (1980) was the model used to guide this study. The concepts of knowledge, skills, and motivation were addressed in the Self-Care Medication Education Protocol developed for teaching discharge medication instructions to the hospitalized elderly.

The two groups were found to be homogeneous on the demographic and assessment components of functional status, orientation level, socioeconomic status, resource utilization pattern, family support status, motivation level, medication administration skills, knowledge of medication, and the number of medications prescribed at time of discharge. The initial data were collected on 65 patients; however, there was an attrition of six patients from the control group. The remaining subjects consisted of 59 recently hospitalized elders. The majority of the sample were Caucasian females who returned to the home setting with at least one significant other.

Approximately 30 days after hospital discharge, a nurse research assistant re-evaluated the subjects. The results from this study have supported the premise that elderly patients who participated in a Self-Care Medication Education Protocol achieved a greater increase in the home medication behaviors of medication knowledge and medication administration skills, and decrease in medication error rate than those patients who received the traditional discharge medication instructions (.0001). A positive correlation (r =.8004, p $<$.0001) was noted between knowledge of medications and medication administration skills for all elderly patients in the sample group. It was also found that the elderly patient who demonstrated high levels of medication administration skills sustained fewer medication errors (r =.$-$3l5, p $<$.04). However, no significant relationship was found between patients knowledge of medication and percentage of medication errors committed. Future research should test the protocol's effectiveness over a longer duration of time and with other populations.
Notes: Source: Dissertation Abstracts International, Volume: 51-08, Section: B, page: 3779.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1990.

School code: 0227.