Abstract TP56: Addressing Written Stroke Education and Post-Discharge Prescription Filling for Ischemic Stroke Survivors

Abstract

Background: Poor adherence to prescribed medication and prescription filling can have dire consequences on patient outcomes. It is important that patients understand how their medications reduce the progression or worsening of their diagnosis. Understanding can be enhanced through literacy assessment and implementation of educational materials. At a CSC, it was identified that only 33% of Acute Ischemic Stroke (AIS) and TIA survivors filled new prescriptions within one week of being discharged home. Purpose To evaluate inpatient written stroke education book for its health and grade literacy, make targeted modifications, then assess its impact on prescription filling within one week of discharged home for stroke survivors. Methods: We conducted a pre-post design EBP QI project. The original and modified book was evaluated using the Patient Education Materials Assessment Tool (PEMAT) and the Flesh-Kincaid Grade Level (FKGL) tool. Based on these scores, targeted modifications were made to remove content, add infographics, and free text areas. The modified book was implemented in October 2023. Group one received the original book between Jan-May 2021, while group two received the modified book between November 2022-Jan 2023. Prescription filling rates were collected from post-discharge phone-call questionnaires and included AIS and TIA survivors, discharged home, > 18 years of age, and completed the phone call questionnaire. Mann-Whitney two-sample rank-sum test was completed to assess for statistical significance among groups. Statistical significance was set at 0.05. Results: Prior to the book revisions the FKGL was at the 11 th grade level, and the PEMAT scores indicated 55.3% understandability, and 56% actionability. Following modifications, the FKGL was at the 7 th grade level, and the PEMAT scores indicated 89.9% understandability and 95% actionability. The rate of prescriptions filled was evaluated pre (n= 98, 33%) and post modification (n=52, 56%) and was statistically significant (U= 1959, z=-2.73, p=0.006). Conclusion: Addressing the literacy and grade level of written stroke education improved prescription filling in AIS and TIA survivors discharged home. Further research may focus on additional barriers to prescription filling.