Development of Coaching Model using the PPCE Process with New Nurses to Enhance Drug Literacy for Elderly Patients

Abstract

New nurses don’t have enough knowledge of and experience in drug literacy for elderly patients, therefore further training is required. This action research aimed to develop a new coaching program for new nurses using the PPCE teaching concept to enhance drug literacy for elderly patients and to evaluate the teaching program. Twenty registered nurses who had less than three years working experience and five elder caregivers were purposefully recruited. Data were collected using 1) a semi-structured interview, 2) a teaching manual assessment questionnaire, 3) a general information record form, 4) a teaching satisfaction questionnaire, and 5) a confidence assessment in teaching drug literacy to elderly patients. They were validated by three experts and their content validity indexes (CVIs) were .95, 1.0, .96, .87 and 1.0, respectively. Cronbach's alphas for the 4^th (18 items) and 5^th (10 items) questionnaires were = .92 and .68, respectively. Data were analyzed using descriptive statistics and dependent t-test. The results found that the development of the coaching program was divided into 1) a situation analysis phase, 2) an ELDER MED model development phase, 3) a teaching practice phase using the PPCE processes, which included preparation, planning, coaching, and evaluating phases, and 4) a teaching evaluation phase. The overall satisfaction of the new nurses toward the coaching program was at a high level (M = 4.49, SD = 0.55). Their confidence about teaching drug literacy to elderly patients after using the PPCE teaching process (M = 4.22, SD = 0.55) significantly higher than before (M = 3.65, SD = 0.76, t(19)= 15.158, p < .001, d = .57). Therefore, nurse administrates can use the PPCE teaching program for coaching new nurses to increase confidence in teaching drug literacy to elderly patients.