Occupying Clinic Wait Time: Effects of Educational Intervention on Patient Satisfaction and Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/158596
Type:
Presentation
Title:
Occupying Clinic Wait Time: Effects of Educational Intervention on Patient Satisfaction and Learning
Abstract:
Occupying Clinic Wait Time: Effects of Educational Intervention on Patient Satisfaction and Learning
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2002
Author:Oermann, Marilyn, PhD
P.I. Institution Name:Wayne State University
Title:Professor
Contact Address:College of Nursing, 252 Cohn, 5557 Cass Avenue, Detroit, MI, 48202, USA
Contact Telephone:313.577.4230
The purpose of the study was to examine the effects of an educational intervention, designed to occupy the waiting time in the clinic, on patient satisfaction and learning outcomes. Subjects were randomly assigned to two groups: (1) educational intervention in the clinic and (2) usual clinic wait (no structured education during the waiting time in the clinic). The intervention to fill the waiting time was videotape instruction on glaucoma combined with interaction with the nurse. Subjects were patients (N=320) waiting for appointments at an eye clinic in an urban area in the Midwest. They were randomly assigned to the intervention (n=160) and usual clinic wait (n=160). The outcome measures were patient satisfaction with the clinic visit, measured by the Visit Rating Questionnaire (VRQ); three waiting times (time spent in the waiting room, time spent in the treatment room, and total wait time); and a glaucoma knowledge test. Knowledge was measured at pretest (prior to the educational intervention) and posttest (at the completion of the intervention and before entering the treatment room). Satisfaction with the clinic visit was measured once at check-out from the clinic. Subjects who completed the teaching intervention had significant gains in knowledge from pre- to posttest compared with the control group (t=8.04, p<.0001), and higher patient satisfaction scores (t=4.26, p<.0001). Longer wait times were related to lower scores on the VRQ. This study found that a low-cost educational intervention, designed specifically for use in a clinic, an office, or other similar settings, is effective for increasing patients' knowledge about their health problems and patient satisfaction with the visit.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleOccupying Clinic Wait Time: Effects of Educational Intervention on Patient Satisfaction and Learningen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158596-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Occupying Clinic Wait Time: Effects of Educational Intervention on Patient Satisfaction and Learning</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Oermann, Marilyn, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Wayne State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">College of Nursing, 252 Cohn, 5557 Cass Avenue, Detroit, MI, 48202, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">313.577.4230</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">moermann@wayne.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of the study was to examine the effects of an educational intervention, designed to occupy the waiting time in the clinic, on patient satisfaction and learning outcomes. Subjects were randomly assigned to two groups: (1) educational intervention in the clinic and (2) usual clinic wait (no structured education during the waiting time in the clinic). The intervention to fill the waiting time was videotape instruction on glaucoma combined with interaction with the nurse. Subjects were patients (N=320) waiting for appointments at an eye clinic in an urban area in the Midwest. They were randomly assigned to the intervention (n=160) and usual clinic wait (n=160). The outcome measures were patient satisfaction with the clinic visit, measured by the Visit Rating Questionnaire (VRQ); three waiting times (time spent in the waiting room, time spent in the treatment room, and total wait time); and a glaucoma knowledge test. Knowledge was measured at pretest (prior to the educational intervention) and posttest (at the completion of the intervention and before entering the treatment room). Satisfaction with the clinic visit was measured once at check-out from the clinic. Subjects who completed the teaching intervention had significant gains in knowledge from pre- to posttest compared with the control group (t=8.04, p&lt;.0001), and higher patient satisfaction scores (t=4.26, p&lt;.0001). Longer wait times were related to lower scores on the VRQ. This study found that a low-cost educational intervention, designed specifically for use in a clinic, an office, or other similar settings, is effective for increasing patients' knowledge about their health problems and patient satisfaction with the visit.</td></tr></table>en_GB
dc.date.available2011-10-26T21:12:40Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:12:40Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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