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BACKGROUND Patients and caregivers are often not adequately informed about new medications. Nurses can lead innovations that improve new medication education. LOCAL PROBLEM Healthcare Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores on medication questions trailed state and national levels in one Midwestern hospital. METHODS This quality improvement project, guided by the Ottawa Model of Research Use and the Always Use Teach-back! innovative toolkit, used a 1-group pre- and posteducation design with RNs, patients, and caregivers. INTERVENTION RNs (n = 25) were observed in patient/caregiver education and surveyed in confidence/con-viction in the teach-back method before and after education. Patients' (n = 74) and caregivers' (n = 33) knowledge was assessed. RESULTS RNs reported significant increases in conviction in the importance of (P < .0001), confidence in using (P < .0001), and frequency in using (P < .0001) teach-back. With teach-back, both patients and caregivers recalled the purpose and side effects of new medications. Specific HCAHPS scores increased from 6% to 10%. CONCLUSION The teach-back method strengthened safe nursing practice and enhanced quality in new medication education.

E-cigarettes are gaining popularity as nicotine delivery devices, yet many health care providers lack the confidence to discuss these devices with their patients and families. Many myths exist about e-cigarettes and their effectiveness as a tobacco-cessation method. This article aims to educate nurse practitioners and other advanced practice nurses about e-cigarettes and the implications for patient care, including how to screen for e-cigarette use, identify misconceptions, and counsel patients and families about United States Food and Drug Administration (FDA)‒approved tobacco-cessation methods.

INTRODUCTION The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute-care settings, this project explores the implementation of a DEU in a public health setting. OBJECTIVES Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. DESIGN IRB approved, pre/post survey with participant comments. MEASUREMENTS Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t-tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. RESULTS Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p-value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. CONCLUSIONS The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students' positive perceptions of, and increase interest in serving as a public health nurse after graduation.