EMERGENCY DEPARTMENT DISCHARGE TEACHING INTERVENTIONS : A SCOPING REVIEW

Introduction: Emergency department discharge education is intended to provide patients with information to self -manage their condition or injury, identify potential complications, and follow-up or referral. However, most patients cannot recall the discharge information provided, leading to adverse clinical outcomes, return visits, and higher costs. A scoping review was undertaken to explore discharge education interventions that have been studied in the emergency department setting and outcomes that have been used to evaluate the effectiveness of the interventions. Methods: A literature review was conducted using the databases PubMed/Medline, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center, with search terms focused on emergency nursing and patient discharge education interventions. Results: Of the publications identi fied, 18 studies met the inclusion criteria. There was variation among studies on the conditions/injuries and populations of focus for the intervention. The interventions were categorized by learning styles, including auditory (n=10), kinesthetic (n=1), visual (n=15), reading/ writing (n=1), and multimodal (n=7). Outcomes evaluated included those that were patient -speci fic (education, selfmanagement, clinical, and adherence) and metrics of the health system and public health. Discussion: Multimodal discharge education that addresses various learning styles and levels of health literacy improved patient education, self -management, and clinical outcomes. Additional support and reminders improved patient adherence. Identi fied gaps included limited kinesthetic interventions and culturally tailored education. Translational science for advancing sustainable interventions in clinical practice is needed to enhance the emergency department discharge process and patient, system, and public health outcomes.