Date of this version


Document Type



medication education, Ottawa Model of Research Use, patient education, quality improvement teach-back


Background: Patients and caregivers are often not adequately informed about new medications. Nurses can lead innovations that improve new medication education. Local Problem: Healthcare Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores on medication questions trailed state and national levels in one Midwestern hospital. Methods: This quality improvement project, guided by the Ottawa Model of Research Use and the Always Use Teach-back! innovative toolkit, used a 1-group pre- and post education design with RNs, patients, and caregivers. Intervention: RNs (n = 25) were observed in patient/caregiver education and surveyed in confidence/conviction in the teach-back method before and after education. Patients’ (n = 74) and caregivers’ (n = 33) knowledge was assessed. Results: RNs reported significant increases in conviction in the importance of (P < .0001), confidence in using (P < .0001), and frequency in using (P < .0001) teach-back. With teach-back, both patients and caregivers recalled the purpose and side effects of new medications. Specific HCAHPS scores increased from 6% to 10%. Conclusion: The teach-back method strengthened safe nursing practice and enhanced quality in new medication education.


DOI: 10.1097/NCQ.0000000000000342





Published in

Journal of Nursing Care Quality

Citation/Other Information

Prochnow, J. A., Meiers, S. J., & Scheckel, M. (2019). Improving patient and caregiver new medication education using an innovative teach-back toolkit. Journal of Nursing Care Quality, 34(2), 101-106. doi: 10.1097/NCQ.0000000000000342