Postpartum Patient Teaching Success

Abstract

To gain an understanding of how the structure and process of discharge teaching practices affect successful postpartum teaching. This mixed-method, concurrent study was used to examine the structure, process, and outcome of postpartum patient discharge teaching practices. Postpartum unit in a Southeastern inner-city hospital. A convenience sample was used to obtain 138 patient surveys, observations of 15 nurses completing discharge teaching, and 15 face-to-face patient interviews. Data analysis included the use of Spearman’s rho, analysis of variance, and independent t test. Results indicated a positive correlation between the outcome of patient learning experiences and the structure and process of patient teaching practices. Data showed that specific areas of patient concerns were evident, including nurse availability, timing of teaching, teaching strategies, individualization of teaching plan, and inconsistencies in material content. An examination of postpartum patient satisfaction scores in an inner-city hospital revealed decreased satisfaction of discharge teaching practices. Recommendations included developing a specific protocol for effective patient teaching strategies. A professional development program was created to educate nurses about adult learning principles and effective patient teaching strategies. Social change may be promoted through this program as nurses learn to create individualized learning experiences for adult postpartum patients. Patient satisfaction may improve, and societal growth may be evident as people share positive health practices in local communities.