Implementing a Standardized, Evidence-Based Education Program Using the Patient's Electronic File for Lung Transplant Recipients

• Published in: Progress in transplantation (Aliso Viejo, Calif.) Calif.), 2012-09, Vol.22 (3), p.264-270
• Main Authors: Schaevers, Veronique, Schoonis, Annemie, Frickx, Gerrit, Verleden, Geert, Jans, Christel, Rosseel, Chris, Meelberghs, Mieke, Reinquin, Inge, Dobbels, Fabienne
• Format: Article
• Language: English
• Subjects: Evidence-Based Medicine; Humans; Lung Transplantation; Medical Records Systems, Computerized; Nursing; Patient Education as Topic - standards; Pilot Projects
• ISSN: 1526-9248; 2164-6708
• DOI: 10.7182/pit2012366

Context Patient education is crucial to guarantee that transplant recipients are capable of adequate self-management. Until recently, our education program to prepare lung transplant patients for discharge lacked a systematic approach, meaning that it was unclear whether all key information had been provided and whether the patient understood the information. A lack of coordination among the multi-disciplinary team members also was apparent. Objectives (1) To map out a structured education program, outlining the content, process, and evaluation of education for patients before discharge after lung transplant; (2) to integrate this program into the patient's electronic file and pilot test this new form of education tracking. Methods We used the conceptual framework of Lorig and colleagues, as well as the educational leaflets of the International Transplant Nurses Society, to generate the content of our education program. The interdisciplinary lung transplant team decided when and by whom each educational component should be provided, as well as the evaluation criteria. Next, information technology engineers integrated this educational program into the patient's electronic file. Nurses subsequently tested the program, and their feedback was integrated in the next version of the program. Results Health care providers experienced a higher level of uniformity and transparency. After using the education program, most patients indicated that they felt confident to go home. Conclusion Our electronic educational platform is promising, yet further testing is necessary to evaluate whether patients indeed have sufficient knowledge and show adequate self-management skills in the long term after transplant.