A comparison of teaching methods that provide patient orientation to inpatient unit procedures

The descriptive longitudinal feasibility study compared two teaching methods focused on inpatient unit orientation. Once admitted, 20 patients were randomly assigned to one of two methods (written or video) that provided unit orientation information. Survey data, which assessed retention of the information and satisfaction with the instructional method, were collected 24 hours later. Descriptive analyses of these data determined that patients who received unit orientation information by video achieved a slightly higher knowledge score, but a slightly lower satisfaction with instruction score. These data demonstrate that the teaching modality has an effect on patient knowledge retention and satisfaction with care. Correlating the descriptive patient demographic and admitting diagnosis data to the study variables revealed that when the admitting diagnosis was alcohol-related there was a negative influence on knowledge retention, which was a surprising result. Coordinating the mode of instruction to patient data, and/or allowing the patient to choose their instructional method may enhance the inpatient experience.