Characteristics of patient education in self-administration of home intravenous antimicrobials: A multiple case study and logic model

Abstract

Self-administration of intravenous antimicrobials has been designated as a healthcare innovation practice; however, there has been limited national uptake. The aim of this descriptive-explanatory multiple case study is to describe the characteristics of a self-administration patient education program and to explain the mechanisms used to activate learning. Data was triangulated from two cases of home infusion programs, including direct observations of 18 nurse-patient teaching sessions, three focus groups of 18 nurses and four patient interviews. Results are synthesized as a program theory logic model and toolkit for patient education in self-administration, which includes program inputs (e.g., willing and able patients, competent and patient nurse coaches, easy-to-use supplies and personalized patient education materials) applied to tailored patient education which triggers mechanisms such as patient self-efficacy and empowerment to perform self-administration which fits their lifestyle, leading to outcomes such as patient satisfaction, adherence to therapy, and improved healthcare resource utilization.