Date Degree Awarded
Master of Science in Nursing (M.S.N.)
Angelia Mickle, R.N., D.N.P.
Second Committee Member
Aleda M. H. Chen, Pharm.D., M.S., Ph.D.
Pharmacologic knowledge, pharmacologic literacy, antihypertensive medications
Medication nonadherence associated with inadequate knowledge of medications has been an enduring clinical problem among hypertensive adult patients. The combination of inadequate health literacy and medication nonadherence of hypertensive adult patients has been a major cause of uncontrolled hypertension. Several studies suggested inadequate or incorrect knowledge of medications in hypertensive adult patients was correlated with non-adherence to their antihypertensive medications. The challenge of inadequate pharmacologic knowledge among hypertensive adult patients must be overcome for two reasons. First, prescription medications play an extremely important role in managing hypertension. Second, hypertension is a significant healthcare concern in North America.
The purpose of this project was to develop evidence-based recommendations for increasing pharmacologic knowledge for hypertensive adult patients with low pharmacologic literacy. The recommendations were formulated based on careful research and appraisal of most current evidences pertinent to the topic. The model used for this project was the Iowa Model of Evidence-Based Practice to Promote Quality Care.
Evidences strongly suggested educational content regarding antihypertensive medications must be limited in scope and presented simply. Educational material design should be simple and straightforward. Evidences also pointed to the importance of instructing patients to monitor and record daily blood pressure at home.
Key words: education, medication adherence, medication knowledge, antihypertensive medications, health literacy, teaching methods, instruction designs and materials
Ham, Ruth, "Evidence-based Recommendations for Increasing Pharmacologic Knowledge of Hypertensive Adult Patients with Low Pharmacologic Literacy" (2013). Master of Science in Nursing Evidence-Based Practice Projects. 4.
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