PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE

PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE
COMPLIANCE WITH DOCUMENTATION
By
Amy Reiner
MSN, Walden University, 2016
BSN, Bloomsburg University, 2000
Pennsylvania Western University 2025
A DNP Project Submitted to Pennsylvania Western University
In Partial Fulfillment of the Requirements for the Doctor of Nursing Practice Degree
May 2025

_4/12/2025__
Date
__4/15/2025_
Date
_4/21/2025__
Date
4/28/25
___________
Date

___ Kathleen Morouse, DNP, RN, NI-BC, CCRN __
Committee Chair
_____Rebecca Boop DNP, RN__________________________
Committee Member
___ Gale Shalongo, DNP, RN, NEA-BC______________
Committee Member
_____________________________________________________
Dean of the College of Health Sciences and Human Services

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PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE
PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE COMPLIANCE
WITH DOCUMENTATION

Committee Signature Page
Student’s Name___Amy Reiner MSN, RN, CCRN, NPD-BC__________________
Committee Chairperson__Kathleen Morouse, DNP, RN, NI-BC, CCRN_____
Committee Member___Rebecca Boop DNP, RN___________________________
CommitteeMember__Gale Shalongo, DNP, RN, NEA-BC, NPD-BC_________

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Abstract
Cardiovascular disease continues to be a global health concern and is responsible for more than
17 million deaths every year. In the United States, readmissions for heart failure and heart
attacks cause financial strains on the healthcare system. The Centers for Medicare and Medicaid
have reduced reimbursement for readmissions for some cardiac issues, which has caused
healthcare systems to find ways to prevent these readmissions. Patient education has proven to
decrease readmissions in the heart failure population; however, there are some issues with nurse
compliance for various reasons. A quality improvement project completed in the Cardiac
Intensive Care Unit (CICU) aimed to determine if nurses would be more compliant with
documenting disease-specific education topics on post-myocardial infarction patients if it was
auto-populated in the electronic health record based on specific parameters. Prior to the
intervention, compliance with documentation was 40%. After the education was auto-populated,
compliance increased to 83%. There was also an increase in compliance with documentation on
the telemetry unit as well. A survey was conducted with the CICU staff; 93% of staff felt they
were more compliant, and 100% said the process was easier than remembering to add the
education. Many staff gave examples of other education they would like to be auto-populated.
Further research is needed to assess whether this education will decrease the readmissions of this
patient population and partnerships with the electronic health record companies to streamline the
education documentation process.
Keywords: electronic health record, patient education, nurse compliance.

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Contents
PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE COMPLIANCE
WITH DOCUMENTATION .......................................................................................................... 1
Pre-Assigning Patient Education to Increase Nurse Compliance with Documentation ..... 6
Problem Description ........................................................................................................... 7
Available Knowledge...................................................................................................... 8
Rationale ....................................................................................................................... 11
Specific Aims ................................................................................................................ 11
Methods............................................................................................................................. 13
Context .......................................................................................................................... 13
Interventions ................................................................................................................. 13
Study of the Interventions ............................................................................................. 15
Measures ....................................................................................................................... 15
Analysis......................................................................................................................... 15
Ethical Considerations .................................................................................................. 15
Results ............................................................................................................................... 17
Results ........................................................................................................................... 17
Discussion ......................................................................................................................... 20
Summary ....................................................................................................................... 20
Limitations .................................................................................................................... 20

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Conclusions ................................................................................................................... 20
References ......................................................................................................................... 22
Appendix A ....................................................................................................................... 25
Appendix B ....................................................................................................................... 26
Appendix C ....................................................................................................................... 27

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Pre-Assigning Patient Education to Increase Nurse Compliance with Documentation
Cardiovascular disease is the leading cause of death, accounting for over 17 million
deaths worldwide, with coronary heart disease (CHD) being the most prevalent (Halldorsdottir et
al., 2020). Due to improvements in technology and treatments, in the United States, mortality is
decreasing, but it is still the leading cause of death. In 2017, the average cost of a cardiac-related
admission was $16,000 (Kilgore et al., 2017). There are also many readmissions with CHD, with
22% from heart failure and 17% related to post-myocardial infarction. The readmissions are
often as costly as the original admission and potentially avoidable (Kibler et al., 2018).
The Centers for Medicare and Medicaid (2022) have reduced readmission
reimbursement, thus costing the healthcare system revenue needed to remain functioning and
treat patients. Because of this reduction, hospitals must do everything possible to reduce the
number of readmissions. One of the ways to reduce readmissions is by educating the patients
while they are in the hospital (Agency for Healthcare Research and Quality, 2024). Education
has been shown to decrease readmissions from heart failure patients. One study has shown a
16.6% reduction in readmissions after implementation of education (Rizzuto et al., 2022).
Since the COVID-19 pandemic, patients have been sicker when being admitted to the
hospital. This could be due to avoiding coming to hospitals as long as possible because they fear
being exposed to the disease or other illnesses (Egel & Patton, 2022). There was also a lack of
in-person appointments with providers during this time, allowing for missed opportunities to
identify issues early in the process and having patients farther into the disease process before the
symptoms were noticed. Because of missed opportunities, treatments can be delayed, and the
disease can progress.

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Facilities have been short-staffed with increased nurse-to-patient ratios due to the
national nursing shortage (Bagheri et al., 2021). As a result, nurses are less compliant with
nursing documentation, leading to missed educational documentation (Bagheri et al., 2021). It
may be assumed that the education is completed, but there is no way to prove it without
documentation. Nurses care for up to five to six patients in the medical-surgical units. Patient
care is proving to be more challenging, with the acuity of hospitalized patients being high and
patients not being able to move quickly to the intensive care unit (ICU) due to a lack of bed
availability. More patients are also being discharged from the ICU since fewer beds are available
in the medical-surgical units. These discharges have caused the ICU nurses to learn to complete
education in the high acuity setting, which is different from what they are used to and may not be
in the best interest of the patients.
The Joint Commission (TJC) has recognized the importance of patient education and
included it as one of the National Patient Safety Goals for 2024 (The Joint Commission [TJC],
2024). While this year's goals focus on medication education, general patient education has been
part of the goals over the past few years. It has been cited as a safety issue in numerous hospitals.
Patients and family members agree that education is essential for continued care after discharge
from the hospital (Wang et al., 2022).
Problem Description
When TJC completed a mock survey in the fall of 2021 and an official survey in the
summer of 2022 for the new Comprehensive Heart Attack Center certification, the facility was
cited for not having disease-specific education documented in the patient's electronic health
record (EHR). After the mock survey, the Cardiac Intensive Care Unit (CICU) staff was
educated on the need to document patient education in the EHR. However, this did not correct

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the deficiency. Other initiatives in the enterprise have been enacted to correct the same
deficiency for TJC Stroke accreditation.
Nurses often educate patients while providing care. They explain medications while
administering them and discuss the disease process while assessing the patient. The problem is
that nurses do not always document this education at the time of completion; therefore, there is
no evidence that it was completed. There can be numerous reasons, such as not documenting in
real time, forgetting when they complete documentation, or not prioritizing this in their
workflow.
The research question for this project is: Among CICU nurses, does implementing a prepopulated disease-specific education topic in the electronic health record for post-myocardial
infarction (MI) patients improve nurse compliance with completing patient education compared
to no pre-populated disease-specific education topic for post-MI patients?
Available Knowledge
At this time, there are few, if any, studies on nursing compliance related to completing
patient education. Some literature on compliance and nursing details the causes of the potential
lack of compliance. One of the leading causes is staffing (Akcoban et al., 2023; Recio-Saucedo
et al., 2021). There is a large gap between the number of people going into nursing and the
number of nurses leaving the bedside. People leave for various reasons, including retirement and
pursuing advanced degrees such as nurse practitioner and nurse anesthesia. After COVID-19,
more nurses who are not of retirement age are leaving the profession. They leave healthcare
altogether and seek alternate jobs (Egel & Patton, 2022).
Akcoban et al. (2023) examined the relationship between nurse compliance and
workload. They found that nurses with a decreased workload were more compliant with the rules

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for appropriate isolation techniques. They also found that if leadership was not supportive of the
staff, compliance was also negatively impacted (Akcoban et al., 2023). The nurses had a mean
age of 29, and 84% had a bachelor’s degree or higher. Also, 90% stated they had received
education on appropriate isolation techniques, so it would stand to reason that lack of knowledge
is not a reason for nurses failing to comply with isolation guidelines (Akcoban et al., 2023).
There are also studies about nursing compliance in documentation related to staffing and
workload. Recio-Saucedo et al. (2021) examined compliance with mandatory nutritional
assessments and staffing levels. The results showed that despite it being a hospital policy that the
assessments be documented within 24 hours of admission, 21% of the assessments were not
completed. This was then broken down further to examine which units had the highest
noncompliance, and it was determined that the units had the decreased staff hours per patient day
(HPPD). Units with higher HPPD had fewer missed assessments because more staff were
available to assist with patient care, allowing more time with each patient.
Sharp et al. (2019) also looked at compliance with documentation related to checklist
completion for patient handover. This quality improvement project identified a lack of
compliance when staff did not have a consistent way to complete patient handovers. Important
information could be missed, potentially impacting patient safety, satisfaction, and continuity of
care. Out of the 43 patient handoffs observed, the checklist was only utilized for 18. Concern
was that the checklist was too long and cumbersome, which could lead to non-compliance. It was
also noted that the checklist contained items that were not needed, which made buy-in from the
staff more challenging. After the project was evaluated and changes made to the checklist,
compliance significantly increased.

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There is literature supporting good outcomes with education for cardiac disease. Because
cardiac disease is a chronic issue, patients need to have knowledge of their disease and what it
means for their lives (Barnason et al., 2017). This allows the patients to partner with the
healthcare team to ensure they receive the best care. Barnason et al. (2017) reviewed numerous
studies on education provided to cardiac patients with various conditions. Many nurses reported
using face-to-face teaching methods with supplemental handouts for the patients to keep and
reference later. They found that health literacy is a significant barrier with cardiac patients, with
anywhere from 19% to 61% having low literacy levels. By having face-to-face interactions, the
nurses could tailor the education to the patients and ask teach-back questions to ensure the
message was being delivered. Another barrier identified was the time if the teaching occurred
after discharge. Due to tight clinic schedules, the staff could not always spend time with the
patient to ensure the education was understood. By starting the education upon arrival at the
hospital, there is more time and opportunity to interact with the patients and have the learning
occur (Barnason et al., 2017).
Another systematic review was completed to determine whether the education provided
increased patient knowledge and promoted positive changes in health behaviors (Ghisi et al.,
2014). The results showed a positive impact on patients' knowledge but also identified a gap in
research as there was no consensus on the education timing, the education content, or the mode
of delivery. It was discovered that if patients are given information about the disease process at
some point after an event, they are willing to change their lifestyles. A comprehensive education
program that involves multiple disciplines was recommended to be established. It starts in the
hospital but continues in the outpatient setting. It was also recommended to use multiple methods

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to deliver the education as people have different learning styles, which will meet the needs of
more people.
Rationale
A compliance management system framework is a structured approach to ensure
compliance within the organization related to legal requirements, internal policies, and industry
standards (Laqua, 2023). This framework is not typically used when discussing nursing
processes, but it applies to this project. The framework comprises several other theories, such as
System Theory and Lean Theory. System Theory is based on the concept that compliance does
not occur in isolation but rather that several interconnected systems within an organization must
work together to achieve the goal (Laqua, 2023). Lean Theory focuses on efficiency, waste
reduction, and continuous improvement. By streamlining processes, it reduces the time it takes to
complete and reduces inefficiencies (Laqua, 2023).
Daniel Kahneman, a behavioral psychologist, found that a mind will choose the easiest
option over a more challenging one (Iversen et al., 2024). Therefore, noncompliance is not
necessarily a conscious thought process but more normal human behavior if the process is not
well-developed and easy to do. Having the education automatically populate will help the nurses
increase compliance with the documentation by simply being visible as a reminder to document
the education.
Specific Aims
The quality improvement project described in this paper was conducted to determine
whether having prepopulated education in the patient’s EHR would increase nurses' compliance
with documentation of disease-specific education. As there is minimal research on this specific
topic, there is research that supports the idea that education provided to patients can improve

PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE
outcomes for patients and potentially reduce future hospitalization, which is very costly to the
system. This will benefit the patients, the healthcare system, and society by having the patients
use fewer resources and keeping them out of the hospital, freeing up space for others who are
new to their disease process.

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Methods
Context
The extensive health system serves 67 counties in central and northeastern Pennsylvania.
The system consists of 10 hospitals and 133 clinic sites. The primary hospital in central
Pennsylvania has 505 beds in 22 units and many specialties. The Cardiac Intensive Care Unit
(CICU) is a 30-bed unit. The main populations seen are patients post-MI, open heart surgery
patients, and patients with cardiac devices such as intra-aortic balloon pumps, Impella, left
ventricular assist devices, right ventricular assist devices, and extracorporeal membrane
oxygenation devices, as well as patients with respiratory failure and liver transplants. The CICU
has a staff of over 100 registered nurses who take care of the patients on the unit. The facility
saw a total of 389 MIs in 2023.
The facility uses EPIC as its electronic health record (EHR). EPIC has a patient handout
module for patient education and has partnered with Krames LLC. to provide educational videos
and handouts that can be given to the patient during hospitalization. This can also be added to the
discharge instructions, which are reviewed and given to the patient at discharge. The system's
limitation is that the patient handout module does not communicate with the education module,
so there is no documentation that this information has been provided to the patient until the nurse
goes to the education module, creates the education topic, and then completes it, which is rarely
done.
Interventions
Education topics related to the post-myocardial infarction (MI) patient and interventions
that occurred while in the hospital were identified. Nurses in the CICU were consulted to identify
the most common topics taught to this patient population and what would be most beneficial for

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the nurses. The cardiovascular clinical quality manager was consulted as she oversees the
Comprehensive Heart Attack Center certification preparation and survey. She relayed the areas
of opportunity specified in the past survey and assisted with deciding what topics to create for
educating the patients. Per the final report from the Joint Commission, they wanted to see
evidence of disease-specific and device-specific education that pertained to the patient’s hospital
course.
The health system’s Patient Education Council was approached to collaborate on creating
the education since they oversee all education in the EHR and patient handouts. Education
material was gathered from the patient education module in the EHR. The EHR patient handout
module has educational handouts for patients provided by Krames On FHIR. The nurse can
search a database and select pertinent educational topics to add to the discharge instructions;
however, this module does not communicate with the education documentation module to
populate topics. It was decided to manually copy this education as it is written at the appropriate
health literacy level for patients, and it will be the same information if the nurse selects it to put
on the discharge instructions.
Once the committee approved the education, the education, and plan were presented to
the Health System Patient Documentation Committee for approval, as it would require
documentation from the nurses. An EHR request was placed to have the education module built
and uploaded to the EHR and linked to specific diagnostic codes, nursing documentation rows
(Agency for Healthcare Research and Quality, 2024), or provider orders to assign the education
to the patient automatically. Several nurse informaticians, builders, and nursing education team
members work to ensure the accuracy of the information and that it flows into the EHR correctly.

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Study of the Interventions
A pre-/post-study design was used to compare nurse documentation compliance before
patient education was automatically added to the EHR to after the education was automatically
populated. Thirty chart reviews were completed before the intervention, and 30 were completed
post-intervention. All charts were of patients admitted to the CICU after having an MI. The
charts were reviewed for completion of disease-specific education documentation. The postimplementation data was then compared to the pre-implementation data.
Measures
To measure the project's outcome, 30 patient medical records were retrospectively
viewed to establish whether MI education related to heart catheter procedures was completed.
Another 30 charts were viewed after the implementation of the automatically added education to
see if staff were now compliant with documentation. Also, a staff survey was sent to assess their
perception of the ease of documenting the education process pre- and post-implementation.
Analysis
The pre-and post-implementation data were compared to see if compliance increased
after the education was automatically added to the EHR. The staff satisfaction survey was
administered post-implementation to understand nurse satisfaction. There was also a section with
suggestions for other topics the staff felt would be beneficial to have auto-populate.
Ethical Considerations
Ethical considerations in nursing quality improvement projects are crucial to ensure
patient safety, confidentiality, and respect for autonomy. This project focused on
documentation and was done via chart review. Because of this, there was no impact on the
patient, and informed consent was not required. To ensure confidentiality, no personal or

PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE
demographic information was collected. Because all patients were treated with the same
interventions, no specific cultural, religious, or social considerations were needed.

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Results
Results
In this study, 30 charts were reviewed from January to October 2024. Of the charts
reviewed, 18 lacked disease-specific education completion. This equates to 60% of patients not
having documentation of disease-specific education, while 40% had documentation of diseasespecific education. Following the implementation of auto-population for the education topic,
compliance increased to 83%, with 25 out of the 30 charts reviewed having the necessary
documentation to support the education completion.

Figure 1
Cardiac Intensive Care Unit Documentation Compliance

Note. These figures represent the documentation compliance by nurses in the Cardiac Intensive
Care Unit before and after the implementation of auto-populating education.

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The primary focus of this study was to look at education documentation in the Cardiac
Intensive Care Unit (CICU); however, not all patients are discharged from there. Some patients
are transferred to the telemetry unit prior to discharge. In examining the compliance with
disease-specific education, it also increased in the telemetry unit. Of the 18 patients who did not
have education documented in the CICU, nine had disease-specific education documents on the
telemetry unit before implementation. Pre-implementation, nine patients, or 30%, had no
disease-specific education documented during their hospital stay. Post-implementation, only one
patient, or three percent of charts, had no disease-specific education documented.

Figure 2
Telemetry Unit Documentation Compliance

Note. These figures represent the documentation compliance by nurses on the Telemetry Unit (if
not completed in the CICU) before and after the implementation of auto-populating education.

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The staff of the CICU were asked to complete a post-implementation survey to assess
their satisfaction with the new process. The first question asked if the staff created diseasespecific education before the project implementation. According to the survey, 63% of the
participating staff reported that they did not incorporate disease-specific education, which aligns
with the results of the pre-implementation chart review. The second question asked if they felt it
was easier to remember to document disease-specific education if it was pre-populated, and
100% of the participating staff said yes, it was easier to remember. The third question asked if
they felt they were more compliant with documenting education now that it is pre-populated,
with 93% of the staff responding affirmatively. The last question asked was if there were any
other topics the staff would like to see pre-populated education, and there were numerous
suggestions.

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Discussion
Summary
This project explored whether pre-populated education would improve nurse compliance
with documentation in the Cardiac Intensive Care Unit (CICU). The project achieved increased
compliance following the implementation, resulting in success and the desired effect in both the
CICU and the telemetry floor. Additionally, with staff members suggesting more educational
topics to pre-populate, there is buy-in from the staff for this process, which could be expanded.
Limitations
A limitation of the project is that, from the time it was started to the implementation,
another cardiac education topic was put in place that would auto-populate if someone was
diagnosed with a heart attack. This education includes some generic information about heart
catheterization procedures and other aspects of care. This potentially altered the project's results,
as the education fell within the disease-specific parameters. If the chart review preimplementation had been completed using records prior to the implementation of the additional
education, the results may have been different. Additionally, since the post-implementation data
collection timeframe was shorter and education was provided on the change in process,
compliance may have increased, as it was at the forefront of the thought process.
Conclusions
This process is not complex to implement, except for the numerous committees that had
to approve it at this institution. It is a process that can be applied to many educational needs,
facilitating compliance with documentation requirements for various accrediting bodies. The
Centers for Medicare and Medicaid have tied reimbursement to compliance with specific aspects
of care for many populations, and one of those aspects is documentation of education. As

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implementing this process has demonstrated an increase in compliance, institutions would be
remiss if they did not consider implementing it for other educational topics.
The literature has shown a reduction in readmissions associated with heart failure
education. The next steps for this project would be to assess readmission rates for postmyocardial infarction patients to determine if education can impact these rates. Recognizing that
readmissions cost institutions a significant amount of money annually, education can help
improve the institution's financial state if this process proves to reduce readmissions.
There is a saying in nursing: if it is not documented, it is not done. Further research
should be conducted on the educational impacts on patient care, nursing compliance with
education, and documentation. There is also a need to collaborate with the electronic health
record company to explore how the education module can interact with the patient handout
module, ensuring patients receive the same information without the additional step of manually
copying and pasting the information into a document. This process can be cumbersome, and
there is a possibility that the education will not get updated in the education module if someone
is not monitoring changes in the patient handout module. Having the modules communicate with
each other would eliminate this issue.

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References
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engagement. https://www.ahrq.gov/health-literacy/patient-education/index.html
Akcoban, S., Yava, A., Koyuncu, A., & Tosun, B. (2023). Evaluation of the relationship between
individual workload perception and compliance with isolation measures of emergency
and critical care nurses. Work, 75(2), 679–688. https://doi.org/10.3233/wor-220118
Bagheri, H., Shakeri, S., Nazari, A., Goli, S., Khajeh, M., Mardani, A., & Vlaisavljevic, Z.
(2021). Effectiveness of nurse‐led counseling and education on self‐efficacy of patients
with acute coronary syndrome: A randomized controlled trial. Nursing Open, 9(1), 775–
784. https://doi.org/10.1002/nop2.1129
Barnason, S., White-Williams, C., Rossi, L. P., Centeno, M., Crabbe, D. L., Lee, K., McCabe,
N., Nauser, J., Schulz, P., Stamp, K., & Wood, K. (2017). Evidence for therapeutic
patient education interventions to promote cardiovascular patient self-management: A
scientific statement for healthcare professionals from the american heart association.
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https://doi.org/10.1161/hcq.0000000000000025
Centers for Medicare and Medicaid Services. (2022). Hospital readmissions reduction program
(hrrp). CMS.gov. https://www.cms.gov/Medicare/Medicare-Fee-for-ServicePayment/AcuteInpatientPPS/Readmissions-Reduction-Program
Egel, E., & Patton, C. (Eds.). (2022). The COVID-19 pandemic: ethical challenges and
considerations (1st ed.). Ethics International Press Limited.
Ghisi, G., Abdallah, F., Grace, S. L., Thomas, S., & Oh, P. (2014). A systematic review of
patient education in cardiac patients: Do they increase knowledge and promote health

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behavior change? Patient Education and Counseling, 95(2), 160–174.
https://doi.org/10.1016/j.pec.2014.01.012
Halldorsdottir, H., Thoroddsen, A., & Ingadottir, B. (2020). Impact of technology-based patient
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Iversen, A., Hansen, M., Münster, M., Kristensen, B., & Ellermann-Eriksen, S. (2024). Hand
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Recio‐Saucedo, A., Smith, G. B., Redfern, O., Maruotti, A., & Griffiths, P. (2021).
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with mandatory nutritional assessments in hospital. Journal of Human Nutrition and
Dietetics, 34(4), 679–686. https://doi.org/10.1111/jhn.12847
Rizzuto, N., Charles, G., & Knobf, M. (2022). Decreasing 30-day readmission rates in patients
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Appendix A
Pre-implementation Chart Review
Pre-implementation

Chart #

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Cath Date
1/17/2024
1/20/2024
2/8/2024
2/20/2024
2/25/2024
2/25/2024
3/6/2024
2/29/2024
3/31/2024
4/15/2024
4/8/2024
4/10/2024
4/10/2024
5/13/2024
4/13/2024
6/23/2024
8/4/2024
8/4/2024
8/4/2024
8/30/2024
8/29/2024
8/14/2024
8/9/2024
3/2/2024
7/15/2024
7/27/2024
10/4/2024
9/13/2024
5/20/2024
3/26/2024

Education
Completed in
CICU
N
N
Y
N
N
N
N
N
Y
N
Y
N
N
N
Y
N
N
N
Y
Y
Y
N
Y
Y
Y
Y
Y
N
N
N

Education
completed on
Telemetry Unit
Y
Y
N
N
N
Y
N
Y
Y
Y
Y
Y
Y
N

N

N
N
N

PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE

26

Appendix B
Post-implementation Chart Review
Post-implementation

Chart #

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Cath Date
12/30/2024
12/30/2024
12/29/2024
12/28/2024
12/27/2024
12/21/2024
12/17/2024
12/16/2024
12/10/2024
12/7/2024
12/1/2024
12/1/2024
12/1/2024
11/26/2024
11/26/2024
11/25/2024
11/25/2024
11/23/2024
11/23/2024
11/22/2024
11/14/2024
11/13/2024
11/13/2024
11/13/2024
11/10/2024
11/8/2024
11/8/2024
11/7/2024
1/2/2025
1/3/2025

Education
Completed in
CICU
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
N
Y
N
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y

Education
Completed on
Telemetry

Y

Y
Y

N

Y

PRE-ASSIGNING PATIENT EDUCATION TO INCREASE NURSE
Appendix C
Staff Survey
1. Before implementing the auto-populated education, did you create your own topic to
address disease/procedure-specific education with patients?
a. Yes
b. No
2. Is it easier to remember to document education if the topic is already populated?
a. Yes
b. No
c. Maybe
3. Do you feel like you are more compliant with documenting disease-specific education
with the current process?
a. Yes
b. No
c. Maybe
4.

Are there other topics you would like to see automatically populating in the education
area? If so, what are they?

27