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Journal of Neuroscience Nursing:
doi: 10.1097/JNN.0b013e3182a52ee7
CE Test: Online Only

Using Evidence to Improve Satisfaction With Medication Side-Effects Education on a Neuro-Medical Surgical Unit

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Continued Education

Instructions:

* Read the article. The test for this CE activity can be taken online at www.NursingCenter.com/CE/JNN.

* There is only one correct answer for each question. A passing score for this test is 13 correct answers. If you pass, you can print your certificate of earned contact hours and the answer key. If you fail, you have the option of taking the test again at no additional cost.

* If you prefer to mail in the test, access it and the enrollment form at www.JNNOnline/CE. Print the enrollment form and mail it with payment to the address listed. You will receive your earned CE certificate in 4 to 6 weeks.

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Registration Deadline: October 31, 2015

Disclosure Statement:

The authors and planners have disclosed that they have no financial relationships related to this article.

Provider Accreditation:

Lippincott Williams & Wilkins, publisher of Journal of Neuroscience Nursing, will award 2.5 contact hours for this continuing nursing education activity.

Lippincott Williams & Wilkins is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

This activity is also provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 2.5 contact hours. Lippincott Williams & Wilkins is also an approved provider of continuing nursing education by the District of Columbia and Florida CE Broker #50-1223. Your certificate is valid in all states.

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CE TEST QUESTIONS

GENERAL PURPOSE STATEMENT: To provide information about a program aimed at improving satisfaction with medication side-effects education on a neuro-medical surgical unit.

LEARNING OBJECTIVES: After reading the article and taking this test, you should be able to:

1. Identify issues related to patients’ understanding of basic health information.

2. Describe the methodology and results of the study presented.

1. The Hospital Consumer Assessment of Healthcare Providers and Systems Survey (HCAHPS) collects and compares data on patients’

a. adverse events while in the hospital.

b. perspectives on inpatient hospital care.

c. medication use on inpatient units.

d. hospital lengths of stay.

2. The authors suggest that patients may not understand information about medication side effects because

a. of a lack of interest.

b. conflicting information is presented.

c. the material is not presented by a physician.

d. some patients have low health literacy.

3. In the study by Kutner et al. (2006), what percentage of adults surveyed had less than proficient understanding of basic health information?

a. 67%

b. 73%

c. 89%

d. 94%

4. Kountz (2009) recommends all of the following strategies to improve patient comprehension except

a. providing information quickly and succinctly.

b. avoiding medical jargon.

c. encouraging the patient to ask questions.

d. limiting the amount of information at each visit.

5. Murphy et al. (2001) concluded that written patient education materials should use

a. smaller print.

b. longer, more descriptive sentences.

c. simpler words.

d. fewer diagrams.

6. Vance et al. (2011) identified all of the following as contributing to a poorer understanding of information except

a. comorbidities.

b. duplicate information.

c. medications.

d. cognitive impairment.

7. The technique of asking a patient to recall information over progressively longer periods of time is known as

a. teach-back.

b. delayed recital.

c. latent memory.

d. spaced retrieval.

8. A method proposed by Villaire & Mayers (2007) to assess and promote patient understanding is called

a. teach-back.

b. test and retest.

c. teach and quiz.

d. spaced retrieval.

9. The teach-back method asks patients to

a. memorize information and recall it immediately.

b. recite information exactly as presented.

c. repeat in their own words what they have been taught.

d. explain what they know prior to the teaching session.

10. When the teach-back method was used with heart failure patients, the patients had

a. fewer medication requirements.

b. a lower mortality rate.

c. lower readmission rates.

d. a decrease in comorbidities.

11. Which methodology was used for the study presented?

a. The researchers created a unique questionnaire to use for surveying patients.

b. All patients discharged from the study unit over a 3 month period were surveyed.

c. Satisfaction data from 3 months prior to the implementation was compared to data from 3 months after.

d. Study patients were interviewed by trained data collectors at discharge.

12. At admission, each patient on the study unit was given a

a. handout to spur interest in learning about medications.

b. teaching session with a nurse educator.

c. video presentation on medication safety.

d. handout on the patient’s prescribed medications.

13. How often were patients asked to recall their previous teaching?

a. every 30 minutes

b. hourly, during rounds

c. a minimum of 4 times per shift

d. a minimum of twice per shift

14. Which nursing action was not required during bedside report?

a. use of the teach-back technique

b. reinforce possible side effects with the oncoming shift

c. review possible side effects with the patient

d. initiate teaching of new drugs that will start with the next shift

15. Excluded from this study were patients who were

a. discharged to hospice care.

b. over the age of 65 years.

c. transferred to a rehabilitation unit.

d. staying in the hospital only one night.

16. After implementing the “Always Ask” program, the average satisfaction score increased by

a. 24.9%.

b. 37.5%.

c. 47.6%.

d. 77.3%.

17. Before administering new medication, nurses provided patients with education on side effects that was

a. written and verbal.

b. in video form.

c. a recorded audio file.

d. digital.

18. A major barrier identified in this study was

a. short staffing for the nurses.

b. constraints on nurses’ time.

c. a belief that medication education is not a part of nurses’ workflow.

d. skepticism about the benefit of educating this patient population.

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© 2013 American Association of Neuroscience Nurses

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