Abstract

The residual cognitive and physical deficits of traumatic brain injury and stroke create unique challenges during rehabilitation. A microsystem assessment of an inpatient rehabilitation unit serving traumatic brain injury and stroke patients identified areas for improvement in patient satisfaction and timely discharge preparation. Both of these issues were linked to poor communication and late initiation of education of patients and care partners. A literature review revealed that formal education and discharge programs for these populations have little effect on patient and care partner outcomes. As a result, an evidence-based project was undertaken using patient-centered education practices shown to be effective in improving patient and care partner satisfaction and self-management in patients returning to the community with residual deficits. A process improvement plan using the Plan-Do-Study-Act model was designed. A process change in patient and care partner education incorporating patient-centered themes and improved interdisciplinary communication was initiated and the results analyzed.

Author Details

Kathryn Hiner, DNP, MSN, RN, CRRN

Sigma Membership

Non-member

Type

In Lieu of Thesis

Format Type

Text-based Document

Study Design/Type

Outcomes Research

Research Approach

Translational Research/Evidence-based Practice

Keywords:

Patient Centered Care, Rehabilitation, Traumatic Brain Injury, Stroke, Self Management

Advisor

Joslin Leasca

Degree

Master's

Degree Grantor

Sacred Heart University

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Faculty Approved: Degree-based Submission

Acquisition

Self-submission

Date of Issue

2016-10-19

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