Using the Engaging Parents in Education for Discharge (ePED) iPad Application to Improve Parent Discharge Experience

The purpose of this study was to evaluate the use of the Engaging Parents in Education for Discharge (ePED) iPad application on parent experiences of hospital discharge teaching and care coordination. Hypotheses were: parents exposed to discharge teaching using ePED will have 1) higher quality of di...

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Bibliographic Details
Published in:Journal of pediatric nursing 2020-05, Vol.52, p.41-48
Main Authors: Lerret, Stacee M., Johnson, Norah L., Polfuss, Michele, Weiss, Marianne, Gralton, Karen, Klingbeil, Carol G., Gibson, Cori, Garnier-Villarreal, Mauricio, Ahamed, S. Iqbal, Adib, Riddhiman, Unteutsch, Rachel, Pawela, Louis, White-Traut, Rosemary, Sawin, Kathy
Format: Article
Language:English
Subjects:
Child
Communication
Discharge teaching
Educational Status
Humans
iPad application
Parent
Parent engagement
Parents
Patient Discharge
Patient Readmission
Pediatric
Readmission
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Summary:The purpose of this study was to evaluate the use of the Engaging Parents in Education for Discharge (ePED) iPad application on parent experiences of hospital discharge teaching and care coordination. Hypotheses were: parents exposed to discharge teaching using ePED will have 1) higher quality of discharge teaching and 2) better care coordination than parents exposed to usual discharge teaching. The secondary purpose examined group differences in the discharge teaching, care coordination, and 30-day readmissions for parents of children with and without a chronic condition. Using a quasi-experimental design, ePED was implemented on one inpatient unit (n = 211) and comparison group (n = 184) from a separate unit at a pediatric academic medical center. Patient experience outcome measures collected on day of discharge included Quality of Discharge Teaching Scale-Delivery (QDTS-D) and care coordination measured by Care Transition Measure (CTM). Thirty-day readmission was abstracted from records. Parents taught using ePED reported higher QDTS-D scores than parents without ePED (p = .002). No differences in CTM were found between groups. Correlations between QDTS-D and CTM were small for ePED (r = 0.14, p 0.03) and non-ePED (r = 0.29, p 
ISSN:0882-5963
1532-8449
DOI:10.1016/j.pedn.2020.02.041