BMT Patient Education: Consistency and Understandability in a Complex Population; Creating a Standardized Patient Education Process for Blood and Marrow Transplant, a Single Institution Experience in an Academic Medical Center

Abstract

Topic Significance & Study Purpose/Background/Rationale Blood and marrow transplant (BMT) patient care is complex, and patient education is paramount to improving outcomes [1]. Standardized patient education has shown to decrease length of stay and lower readmission rates [2]. Previous to this quality improvement project, patients reported inconsistent verbal and written education, and staff reported difficulty finding education documents. Content was outdated, multiple document versions existed in various locations, and materials were not evaluated for readability. The purpose of this project was to objectively curate the current catalog of patient education and increase use by nursing staff. Methods, Intervention, & Analysis A nursing-led committee was developed to review all current education. Those from open source websites or other non-peer reviewed sources were removed. Non-proprietary education was reviewed and new institution-specific material was developed using a standard template. The committee scored new education for actionability and understandability using a validated tool (PEMAT), modifying materials to maximize the score [3]. Scores for both measures can range from 0-100%, with 100% being ideal.3 All approved education was uploaded to an internal website, accessible by all staff. Findings & Interpretation An analysis of pre-intervention education showed 68 content contradictions. After the intervention, 37 pieces of new, standard education were approved.. The average PEMAT score of new education is 92% for both measures. On average patient education is accessed by staff 30 times daily. Discussion & Implications The development of a committee structure and validated assessment tool answered concerns from staff and patients about patient education. A shared website allows for centralized control of education.. The committee structure and review process can be used in other practices to organize and improve complex education delivered to cancer patients.