![[ Visit Client Website ]](images/banner.gif)
Tuesday, November 3, 2009: 10:35 AM
Learning Objective 1: 1.Design a patient specific low literacy education tool utilizing charts and illustrations which support the readability of the written text.
Learning Objective 2: 2.Describe the process to engage an interdisciplinary team to create and evaluate patient education materials.
Problem: There were no patient specific education tools for secondary stroke prevention that met the literacy level needs of the veterans at the Michael E. DeBakey VA Medical (MEDVAC) Stroke Center.
Evidence: Guidelines and standards for care were based on the American Association of Neuroscience Nurses, the National Stroke Association, and the American Stroke Association for risk factor reduction of stroke and transischemic attack (TIA).
Methods: An integrated review of the literature was conducted using multiple databases and the following terms: stroke, risk factors and low literacy. The information was reviewed and synthesized.
Planning: A team was formed consisting of: nursing, social work, physical medicine and rehabilitation, speech pathology, nutrition, and a celebrated national illustrator, Mort Walker who collaborated on the development of The Veteran’s Self-Management Guide to Stroke Prevention©.
Implementation: The final product was approved by the MEDVAC Patient Education Committee and adopted as the primary educational tool among all stroke/TIA patients admitted to Neurology Service.
Evaluation: Patients (n= 16) and caregivers (n= 14) evaluated the guide using a 9-item Likert scale and open-ended comments.
Results: Patients were mostly male (94%), Caucasian (47%), mean age of 59 years. Ninety-seven percent (97%) of patients and caregivers found the guide to be an “excellent” or “very good” resource. There was no significant difference in responses between patients and caregivers.
Outcomes: Writing an educational tool as a team endeavor produced an evidence-based low literacy population specific educational tool addressing secondary prevention risk reduction. Veterans commented that they could relate to the advice offered by Beetle Bailey® character Sarge used in content illustrations. Since there was Neurology Service buy-in, there were few barriers to consistent implementation which has improved provider-patient communication, self-management and patient learning.
Evidence: Guidelines and standards for care were based on the American Association of Neuroscience Nurses, the National Stroke Association, and the American Stroke Association for risk factor reduction of stroke and transischemic attack (TIA).
Methods: An integrated review of the literature was conducted using multiple databases and the following terms: stroke, risk factors and low literacy. The information was reviewed and synthesized.
Planning: A team was formed consisting of: nursing, social work, physical medicine and rehabilitation, speech pathology, nutrition, and a celebrated national illustrator, Mort Walker who collaborated on the development of The Veteran’s Self-Management Guide to Stroke Prevention©.
Implementation: The final product was approved by the MEDVAC Patient Education Committee and adopted as the primary educational tool among all stroke/TIA patients admitted to Neurology Service.
Evaluation: Patients (n= 16) and caregivers (n= 14) evaluated the guide using a 9-item Likert scale and open-ended comments.
Results: Patients were mostly male (94%), Caucasian (47%), mean age of 59 years. Ninety-seven percent (97%) of patients and caregivers found the guide to be an “excellent” or “very good” resource. There was no significant difference in responses between patients and caregivers.
Outcomes: Writing an educational tool as a team endeavor produced an evidence-based low literacy population specific educational tool addressing secondary prevention risk reduction. Veterans commented that they could relate to the advice offered by Beetle Bailey® character Sarge used in content illustrations. Since there was Neurology Service buy-in, there were few barriers to consistent implementation which has improved provider-patient communication, self-management and patient learning.
See more of: Clinical Practice Tools
See more of: Oral Paper & Poster: Evidence-Based Practice Contest
See more of: Oral Paper & Poster: Evidence-Based Practice Contest