Evaluation of the process of patient education recording and its compliance with patient perception and satisfaction after the implementation of clinical supervision: An embedded evaluation

Background: Currently, patient education has been regarded as one of the important components of treatment in healthcare centers. Clinical provision, which is one of the legal tools with training-support dimensions, can evaluate the adaptation between the implemented procedures and planned activities. This study aimed to evaluate the process of patient education recording, compliance of education recording with patient perception and satisfaction after the implementation of clinical supervision.

Methods: This longitudinal, embedded evaluation study was conducted during 2013-2015 to evaluate the effectiveness of a nurse-led role expansion program through action research. Evaluation process was carried out in three stages of designing the supervision program, as well as establishment and evaluation of this system using available sampling on 786 research units (medical records of patients being discharged) at Al Zahra Educational Center, affiliated to Isfahan University of Medical Sciences, Isfahan, Iran. Supervisory checklists were completed and the perception of patients was presented in the design stage. Afterwards, a designed patient satisfaction survey was used, reliability and validity of which was confirmed. In the establishment stage, the structure of monitoring program was designed with the assessment of eight supervisors. Meanwhile, 2333 checklists and surveys were completed at the time of hospital discharge in the stage of program evaluation during a course of 12 months. Data analysis was performed in SPSS version 18 using one-way ANOVA and Pearson’s correlation coefficient.

Results: In this study, mean score of recorded patient education for 12 months was 88.5±21.75. Moreover, mean scores of patient satisfaction with the education process and compliance of patient perception with recorded education were 73±25.13 and 47.17±21.48, respectively. According to these results, a significant reduction was observed in the mentioned scores on the sixth and twelfth months, compared to the first month of the study (P<0.001). Meanwhile, mean score of patient satisfaction with the education process was significantly decreased at the mentioned times (P<0.00).

Conclusion: According to the results of this study, while the results of clinical supervision during the study were indicative of gradual improvement in recording of education, a significant reduction was observed in patient perception and satisfaction at the end of the evaluation. Therefore, it is recommended that nurse-led role expansion programs be conducted through action research in other healthcare centers.