Design, implement, and evaluate a nurse-led patient discharge education program

Thesis Abstract

Effective patient discharge planning and education are critical components of inpatient care, significantly influencing post-discharge outcomes, patient satisfaction, and healthcare resource utilization. Despite recognition of its importance, many hospitals experience gaps in structured discharge education, leading to increased readmission rates and patient non-compliance with post-discharge instructions. This study aims to design, implement, and evaluate a nurse-led patient discharge education program to improve patient understanding, adherence, and health outcomes post-hospitalization. The specific objectives of the study are to (1) develop a comprehensive discharge education protocol grounded in adult learning theories and the Health Belief Model, (2) train nursing staff to deliver the program effectively, (3) assess patient knowledge, satisfaction, and self-care behaviors before and after program implementation, and (4) evaluate the impact of the program on 30-day readmission rates. The inquiry adopts a quasi-experimental pretest-posttest design, involving a sample of 200 adult patients discharged from medical wards of a tertiary hospital over a six-month period. Participants are purposively sampled to include diverse demographic and clinical characteristics, with 100 patients in the intervention group receiving the nurse-led discharge education and 100 in the control group receiving standard care. Data collection instruments include a structured patient knowledge questionnaire, a patient satisfaction survey, and a self-care behavior scale, all validated through content validity and pilot testing. Data are collected at three points prior to discharge (baseline), immediately post-discharge, and at a 30-day follow-up. Additional data on readmission rates are obtained from hospital records. Quantitative data are analyzed using descriptive statistics, paired t-tests, chi-square tests, and multiple regression analysis to examine the effects of the intervention, with thematic analysis employed for qualitative feedback from nursing staff regarding program implementation challenges and facilitators. The expected findings indicate a statistically significant increase in patient knowledge scores, satisfaction levels, and self-care behaviors in the intervention group compared to controls, alongside a reduction in 30-day readmission rates. The results are anticipated to demonstrate that nurse-led discharge education rooted in established behavioral theories effectively enhances patient empowerment and adherence to post-discharge care plans. The study will contribute to existing evidence by providing a structured framework for implementing nurse-led discharge interventions within resource-constrained healthcare settings, emphasizing the role of nursing leadership in patient education. Main conclusions will underscore the necessity of integrating structured discharge education programs into routine nursing practice to improve patient outcomes. Recommendations will include policies for regular nurse training, development of standardized education protocols, and ongoing evaluation mechanisms to sustain program effectiveness. Furthermore, the study suggests avenues for further research, such as exploring digital education tools and multi-disciplinary approaches to discharge planning. Overall, the findings aim to inform healthcare policymakers and nursing administrators on effective strategies for optimizing discharge processes, ultimately fostering safer, more patient-centered care transitions.