Key result
A literature review showed that novice nurses enter the workforce unprepared to provide adequate discharge teaching due to limited communication and time during their education.
Why the study?
Patient discharge has become increasingly complex, yet hospital preparation of graduating nursing students to provide effective discharge teaching remains problematic.
Nursing education should incorporate simulation, teach-back methods, and discharge checklists to better prepare novice nurses for patient discharge teaching.
May signal deficiencies in novice nurse preparation for discharge teaching; leaves open the impact of simulation and teach-back methods on outcomes.
AIM: The aim of this article was to assess how and to what degree nursing students are prepared for patient discharge teaching (DT). BACKGROUND: The process of discharging patients has become more complex. Despite the expectation that nursing students will be competent in providing effective DT upon graduation, the preparation of new graduates is a problem for hospitals. METHOD: A review of the literature was conducted. REVIEW: The review showed that novice nurses enter the workforce unprepared to provide adequate DT due to limited communication and limited time during their education, which led to low confidence and limited knowledge. CONCLUSION: Methods to overcome current barriers in DT, including simulation practices, the teach-back method, dedicated education units, collaborative efforts, discharge checklists, and health literacy identification, are presented as recommendations for nursing education.
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Chidume et al. (2019) conducted a review in Nursing education for patient discharge teaching. Nursing student preparation for discharge teaching was evaluated on Degree of preparation for patient discharge teaching. A literature review showed that novice nurses enter the workforce unprepared to provide adequate discharge teaching due to limited communication and time during their education.
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