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Andersson, Annelie, and Anna-Karin Wiewegg. "Metoden teach-back stärker patientens egenvårdsförmåga : En litteraturstudie." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73009.
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Ullman, Eva. "En beskrivning av metoden Teach-back : en litteraturstudie." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4875.
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Bakgrund: Många studier kan påvisa behovet av kommunikation och information mellan vårdare och patient oavsett profession.Tidsbrist och allt mer slimmade organisationer,med en ökande åldrande befolkning ställer ökade krav på förmåga och kunskap om kommunikation. Andra försvårande omständigheter är språkliga barriärer med en befolkning där alla inte har svenska som sitt modersmål. Teach –back är en metod som säger sig underlätta och stödja en kommunikation för att säkerställa informationen mellan patienter och vårdare. Den syftar också till att öka förutsättningarna för egenvård. Eftersom det är ett viktigt område inom omvårdnad syftar litteraturstudienatt ta reda på vad som finns beskrivet avseende Teach –back. Syfte: Att beskriva användningsområden för metoden Teach –back. Metod: Litteraturstudie baserad på åtta vetenskapliga artiklar. Resultat: Resultatet presenteras i följande teman. Det första temat är hälsolitteracitet och förstå given information och det andra är att säkerställa processen mellan vårdgivare och hemmet. Det tredje temat är att sjuksköterskans insikt om patienters kunskap om den egna hälsan. Analysen visar att inga slutsatser kan dras att Teach-back främjar omvårdnad. Däremot finns det resultat som bekräftar att Teach-back skapar förutsättningar för patient medverkan Diskussion: De delvis motstridiga uppgifterna och att de kan vara olika faktorers som styr resultatet gör att det är svårt att påvisa att Teach-back är lösningen för en kvalitetssäkrad kommunikation.Background: Academic studies tend to demonstrate the need of communication and exchange of information between the health care provider and the patient, this regardless of the profession and socioeconomic background of the caretaker. Lack of time as well as the increased pressure of trimming the economic costs combined with an aging population creates a higher demand on the skills and knowledge of communication. Moreover our modern sociality is presenting some language barriers because of a growing part of the population whom does not have Swedish as their mother tongue. Teach -back is a method that claims to support a method of communication to ensure the quality of information between patients and care givers. Teach-back as a method also aims to enhance the ability of self-care for the patient. Self-care is regarded as an important area of nursing, therefore the review of the literature in this study intends to map out all of the academic literature there is about the method Teach –back. Aim:To describe the uses for the method Teach-back. Method: A literature study based on eight scientific articles. Results: The result is presented in three following themes. The first theme are healthliteracy and understanding given information and the other is to ensure the process between the healthcare provider and the caretaker. The third theme are nurse’s understanding of the patient’s knowledge about their own health status. The analysis shows that no conclusions can be drawn regarding whether the teach-back method furthers the care or not. However, there are results confirming the fact that Teach-back creates a good environment for patient involvement. Discussion: The partly conflicting results that have emerge from the literature which shows that there may be different factors that have an effect on the outcome, making it difficult to conclude that the Teach-back method is the solution for assuring the quality of the communication.
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Orr, Tamara J. "Evaluation of Use of Teach-Back for Patient Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6259.
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The focus of this quality improvement doctoral project was the evaluation of an organization's standardized use of the teach-back process for patient education implemented in February 2018. Teach-back is a process in which the patient restates the key concepts for self-management, so the nurse can assess the effectiveness of the teaching and learning process. The practice-focused question compared 4 questions on the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey with literature and recommendations from major health care organizations. The Iowa Model was used to guide the project. The literature review was completed using the Cumulative Index to Nursing and Allied Health Plus with full text database of peer-reviewed articles published between 2013 and 2018. The standardized HCAHPS scores for 4 identified questions from 6 months of preimplementation and postimplementation of the teach-back process were compared using an independent t-test to determine whether the teach-back method improved satisfaction scores. No statistically significant change was noted in the postimplementation scores compared with scores prior to the implementation of teach-back. Potential reasons for lack of improvement may include lack of nurse readiness, insufficient communication for nurse involvement, and lack of support for the evidence-based practice. Although the results did not show significant improvement in the 4 selected questions, opportunity exists for continued work to standardize the use of teach-back process to improve communication about medications and care transitions for patients preparing for discharge to home. Improved patient understanding may improve outcomes and promote positive social change.
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Chukwuocha, Udoka C. "The Efficacy of the Teach-Back Method on Hypertension Patients." Thesis, Brandman University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426078.
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Hypertension is a common public health problem. Lack of self-care practices and non-adherence to treatment plans are among the primary reasons for the increasing cases of the condition. The project assessed the teach-back method and the reliability of assessment tools in improving health literacy and hypertension management among adult patients with hypertension. Effective patient education is critical for the control and treatment of hypertension. A convenience sampling was used to recruit patients with hypertension (N=16) in a primary care facility. A quantitative descriptive pre and post study design ascertained the effectiveness of the teaching intervention. Participants received face-to-face teach-back educational sessions accompanied by American Heart Association’s Understanding and Controlling your High Blood Pressure. The Healthcare Effectiveness Data and Information Set (HEDIS) guideline and the Hypertension Knowledge-Level Scale (HK-LS) were valuable in measuring outcomes before and after the intervention. There was a statistically significant improvement in median HK-LS from pre-intervention (52% IQR: 36%, 66%), to post-intervention (95% IQR: 86%, 100%, Z=-3.521, p < .001). Also, 50% of the participants met the HEDIS BP guidelines of BP less than 140/90 at post-intervention whereas none had met the target pre-intervention. The findings indicate the teach-back method to be effective in improving hypertension knowledge and BP control in this population. Healthcare providers should employ an easy to understand patient educational tool to optimize patient understanding and ability to adhere to their hypertension regimen.
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Kerr, Mariann. "Teaching Strategies to Prepare Prelicensure Nursing Students to Teach-back." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/28.
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Background: Prelicensure nursing programs prepare generalists with essential knowledge, skills, and attitudes to practice in complex health care environments. Nurse educators determine which teaching strategies will best prepare the nurse generalist. Purpose: The purpose of this study was to determine the effectiveness of a teaching plan that combined the strategies of pretest/posttest, classroom activities, and a problem-based learning activity: a clinical immersion experience. The skill of "teach-back" was taught and evaluated. Theoretical framework: Two theories guided the teaching plan for this research. Adult learning theory (Knowles, 1975, 1980, 2012) addressed how and why adults learn, and social cognitive theory (Bandura, 1977, 1986) described teaching strategies that assisted the adult learner to gain knowledge. Methods: A non-experimental design divided consenting participants were into intervention (n = 21) and control groups (n = 11). The Health Literacy Knowledge and Experience Survey (Cormier, 2006) was used to pretest/posttest for attainment of knowledge related to teach-back. The Communication Assessment Tool (Makoul, Krupat, & Chang, 2007) was used by standardized patients to evaluate the participants' ability to perform a teach-back. Results: The results of this study provided evidence that posttest scores improved for both intervention and control groups (n = 32). Twenty-seven participants performed a teach-back with evaluation. The results did not indicate a significant difference between groups in performing the skill of teach-back. Conclusion: There was little difference in posttest scores for groups and participants' ability to perform a teach-back, indicating that both groups gained knowledge and skill from the teaching strategies.
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Hoffman, Laura. "Teach-Back Process as a Best Practice in Patient Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6580.
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Limited health literacy is a national problem. Nurses are in a position to address patients' limited health literacy skills using a universal precautions approach through the teach-back process. The purpose of this project was to plan a program to educate nurses on best practices in patient education. The theoretical framework informing this work was Bandura's social cognitive theory, which asserts that increases in knowledge and self-efficacy are precursors to affecting behavior change. The logic model was used to guide the project planning processes. Evidentiary sources included literature obtained online and through database searches, input from a team of experts and institutional stakeholders, and surveys from project participants. Ongoing evaluation analyses of team members' feedback allowed for real-time changes to program content and meeting logistics. Team members' agreement about the meaningfulness of the project's goal, activities, and leader effectiveness revealed a mean score of 4.64 out of 5. Team members indicated that teach-back could improve patients' self-management ability and understanding of disease processes. The project outcome was a nurse education toolkit containing easy access to comprehensive learning resources tailored for use at a critical-access hospital. Nurses can positively impact social change by honing skills in the teach-back process as a way to evaluate patients' understanding of self-management and understanding of disease processes. The patients' understanding of educational materials pertinent to their disease process, self-care, and discharge is vital to their well-being and safety in the post hospital environment.
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Sizer, Mary Elizabeth. "Staff Education for Registered Nurses Using the Teach-Back Method." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5656.
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This purpose of this quality improvement project was to develop an educational training curriculum designed for staff nurses to use the teach-back method with patients with low health literacy during discharge instructions. Health literacy is associated with the ability to read, comprehend, and make appropriate healthcare decisions; the teach-back method asks patients to restate or explain health information in their own words, aiding retention and literacy. Effective staff education plays a critical role in the education of patients during discharge teaching: Nurses must help to ensure that patients and their families understand healthcare information and apply this information in their daily lives. The program was planned in an ambulatory care setting and used conceptual frameworks including the Iowa model and the Plan-Do-Study-Act cycle for quality improvement. The program was informed by evidence in the peer-reviewed literature. The curriculum was contextualized by needs of the care setting. The evidence was organized and analyzed using a review matrix to identify common findings among major studies that were applicable to the context. As an aid to operationalization of the program, an implementation plan and an evaluation plan were developed for use by the institution to move the program forward without additional planning. This project may effect positive social change by addressing a health care need that exists throughout the population and is prevalent in those of lower socioeconomic status. Increasing health literacy among patients is likely to promote improved health outcomes among those who are most vulnerable to illness.
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Hou, Xiaolu. "The Implementation of Support Calls in a Pilot Childhood Obesity Intervention." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/75047.
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Low health literacy in parents has been linked to increased obesity risk for their children. When providing information to patients with low health literacy, teach-back (TB) and teach-to-goal (TTG) methods are recommended, but no studies have examined the degree to which TB/TTG strategies can be implemented with fidelity in community-based programs. A study was conducted to determine if type of delivery staff (community or research) is related to implementation fidelity; the degree to which TB/TTG methods are necessary for parent/caregiver understanding of childhood obesity learning objectives; and if baseline parent/caregiver health literacy level is related to support call response. Ninety-four families with overweight/obese children aged 8-12 years were enrolled in a pilot childhood obesity intervention that included 6 bi-weekly parent/caregiver support calls integrating TB/TTG methods into a 5 A's approach. Research partners (n=2) delivered all calls in Wave 1. During Waves 2 and 3, community staff (n=5) delivered a majority of calls with training and support from research staff. ). Average completion rate across calls was 62% and did not differ according to participant health literacy level. Community partners were more likely than research partners to complete calls with participants (68% versus 57%), but this trend was not significant. Both research and community partners adhered to call scripts with high fidelity (97% versus 98%). A significant main effect of health literacy level on TB/TTG performance was found for Call 1 and Call 3 during Wave 1 and for Call 1 during Waves 2 and 3 of iChoose (p<0.05, 0.01, and 0.05). An interaction effect of health literacy level and question number was found for Call 3 during Wave 1 only (p<0.05). For all calls in which TB/TTG performance differed significantly by health literacy level, participants with adequate health literacy were found to have better performance. Following the program, participants expressed they felt satisfied and comfortable with follow-up calls (9.1 (2.0) and 9.5 (1.2) on a 10-point scale), while agreeing that calls helped improve their eating and PA habits (8.1 (2.6) and 7.5 (2.7)) and helped them learn class material better (8.1 (2.7)). Trained community partners were able to deliver the same support call content with similarly high fidelity, completion, and acceptability. Although participant baseline health literacy level had less impact on the need for TB/TTG and on program perception than we anticipated, our findings open up different possibilities to utilize these strategies while using precious resources more efficiently.Master of Science
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Ross, Denise Joyce. "The Effects of the Teach Back Method on Heart Failure Patients." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253540.
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Heart failure affects over 600,000 persons annually across the U.S. The chronic nature of heart failure requires treatment and adequate patient education to prevent exacerbations and frequent readmissions. Health care dollars are expected to increase to $70 billion by the year 2020 to treat heart failure and chronic conditions. A quality improvement project was done within the 300-bed acute care hospital in west Texas. The heart failure patients continue to have frequent readmissions to the critical care unit that coincides with the national average at 21%. The Transformational Learning Theory was used to assess adult learning readiness for knowledge and health behavior change. The purpose of the project involved using the Teach back method as the education process with the Living Well with Heart Failure (2015) booklet as the teaching tool on (n=30) heart failure participants. The Quality of Life (QOL) measurement was analyzed using the Minnesota Living with Heart Failure Questionnaire survey. The project was a pre/posttest design which used SPSS analysis of the test scores. A paired sampled t-test was completed to determine if any significant differences existed between the tests. The results of the pre-scores (M=59.2, SD=17.2) and post scores (M=62.1, SD=17.9) determined the scores were not statistically significant, although the post test scores were higher with the determination of QOL. The readmission rate remained equivalent to 20%. Tools are necessary for measuring QOL in heart failure patients to assess learning or depression.
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Haire, Tracey Marie. "Alleviating Discharge Confusion for Older Patients Using the Teach-Back Method." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3684.
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Discharge instructions and medication directions can be overwhelming for older adults, which can lead to potential medication errors, noncompliance, readmissions, and patient safety concerns. At a specialty lung clinic, the goal is to improve patient safety and to decrease the chance of errors by standardizing the discharge process via a Teach-Back education policy and protocol. Without consistency, there is a potential for mistakes and misunderstandings. The Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI) considers the Teach-Back discharge method as best practice and should be considered universal practice among health care workers. Using the Always Use Teach-Back Toolkit for education and evaluation provided strategies and resources for the project. Five nurse practitioners and a physician assistant, who are responsible for discharge instructions, participated in the study by viewing an online teaching module and completing written surveys. The Conviction and Confidence Tool revealed 100% of the clinicians agreed that Teach-Back education was '10-Very Important' and were '10-Very Confident' in their abilities to apply the Teach-Back methods using a 1-10 Likert scale. Likewise, the practitioners showed significant improvements when comparing the pre-implementation and one-month, post-policy implementation, as indicated in the paired t test of the second part of the Conviction and Confidence Teach-Back Tool. Nursing plays a pivotal role in positive social change by using an evidence-based education method, which improves patient care through medication compliance and decreased readmission rates, thus showing significant transformation in chronic health management.
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Pett, Ryan G., David Andersen, Sierra Vig, and Jeannie Lee. "Comparing Teach-Back Method and Standard Method for New Prescription Education During Simulated Counseling Sessions by Pharmacy Students." The University of Arizona, 2013. http://hdl.handle.net/10150/614227.
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Class of 2013 AbstractSpecific Aims: The aim of this study was to compare memory retention between two methods (the teach-back method and the standard method) of educating subjects about mock prescription medications during a simulated counseling session. Methods: Men and women ages 18 to 89 years located on the University of Arizona main campus were recruited to participate. Blinded subjects were randomly placed into either the teach-back method or standard counseling method group. The standard method involved telling the subject eight counseling points about two separate fictitious medications while the subject handled mock prescription bottles. The teach-back method added to the standard method by asking three open-ended questions to recall what was taught and correct any misunderstandings. Memory retention was assessed within 5 minutes by a blinded investigator who asked 6 questions concerning the first hypothetical drug. The total score of correct answers between subjects in the two groups were compared using the Mann-Whitney U test. Also, demographic characteristics (age, sex, education, current prescription use) were compared. Main Results: A total of 62 subjects were enrolled in the study. Subjects in the teach-back method remembered one more counseling point on average compared to those in the standard method (median 6 vs 5, mode 6 vs 5, teach-back and standard respectively; Mann-Whitney U test: Z= -3.08, p=0.0021). Conclusion: The teach-back method is a quick and easy counseling method health care providers can use in their daily practice to improve memory retention by patients who receive new medications.
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Whicker, Mary Ann. "Bedside Nurses' Influence on Patients' Continuum of Care Through Effective Discharge Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/314.
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The evolution of person-centered healthcare reinforces the need for nursing to provide effective patient education. Literature suggests nurses desire to provide strong discharge education to patients, but are challenged by knowledge gaps and other barriers. This DNP project developed a plan for integrating teach-back on a 30-bed cardiac unit, focusing on heart failure patients. Following a logic model, the process improvement plan to implement teach-back includes education on teach-back, empowerment of unit champions to support the project and evaluation of effectiveness of the education plan and impact on heart failure patients. The sample size of 15 cardiac nurses provides a group representative of other cardiac units and allows for testing and data collection to support spread of the project. Collaboration with the unit leadership to sequence the implementation of the project will direct the timeline for execution and minimize competing priorities that could impede the success. Evaluation of the project takes into account the implementation processes that focus on resources such as education hours needed to implement and heart failure patient outcomes related to readmission rates. Pre- and post-implementation heart failure patient readmission rates as supplied by the site quality improvement team will be analyzed using ttest to correlate the education intervention on heart failure readmission rates. Nursing will drive improved patient outcomes and promote positive social change by using an evidence-based teaching methodology that allows for better patient understanding of how to manage their health. Empowered and better prepared heart failure patients enjoy autonomy with their health management and with reduced readmissions, decrease health care costs.
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Jamarik, Marissa Blair. "Development of a Teach-Back Educational Module for Heart Failure Discharge Teaching." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2291.
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Heart failure (HF) readmissions create a financial burden for healthcare nationwide and speak to the lack of effective discharge preparation for patients to be successful with self-care at home. The 183-bed hospital where this DNP quality initiative will take place currently reports an observed-over-expected (O/E) readmission rate for HF patients (Centers for Medicare and Medicaid [CMS]). Core measures on HF developed by the Joint Commission and the Centers for Medicare and Medicaid Services do not appear to be enough to ensure successful transitions of care from hospital to home. Guided by the LOGIC model, the purpose of this quality improvement initiative was to develop a HF educational module to improve patients' readiness to learn in order to promote self-care and prevent readmission to the hospital within 30 days. The design of the educational program was supported by the evidence-based literature and incorporated best practices promoted by the Joint Commission, the Institute for Healthcare Improvement, and the Agency for Healthcare Research and Quality. Content evaluation of the newly developed HF educational program was conducted by 10 experts using a quantitative Likert-type scale and qualitative narrative feedback. Descriptive findings from the Likert scale showed a range of 3.9 to 4.0 in the content, process, and design of the program. Recommendations for improvement included more detail around pathophysiology, as well as how to initiate the process in the outpatient setting. Positive social change can result from the program which offers a relevant strategy to reduce readmissions for HF and has wide-application options for many chronic illnesses that can be better managed through effective discharge teaching.
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Fomengia, Yvonne Etenyi. "Staff Education on Chronic Obstructive Pulmonary Disease Self-Management Using Teach-Back." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7000.
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Exacerbation of chronic obstructive pulmonary disease (COPD) is the leading cause of hospital admissions and an estimated 120,000 deaths among older adults in the United States. In the community health clinic that served as the project site, more than 80% of patients with a COPD diagnosis had frequent exacerbations, with a hospital readmission rate of 23.2%, which was higher than the national benchmark of 21%. The clinic did not have a COPD discharge education plan with a teach-back tool for staff to teach patients. The purpose of the project was to develop an evidence-based COPD educational packet for staff on self-management using the teach-back method and an evidence-based COPD educational plan for patient self-management. Guided by Orem's self-care theory and Rosswurm and Larrabee's model of evidence-based practice, the project focused on whether the literature supported the use of the teach-back method of teaching for COPD self-management. Participants reviewed the packet and evaluated the content using a Likert-type scale with 1 =strongly disagree to 5 = strongly agree. Ninety percent of the clinic's stakeholders and staff agreed/strongly agreed to all factors evaluated, and the educational packet was recommended for use on the unit. The teach-back method and educational packet for COPD might bring about positive social change by decreasing exacerbations, improving health-related quality of life, and improving stewardship of healthcare investments thus improving the human condition.
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Jared, Barbara. "The Impact of Teach-Back as a Patient Education Tool in Women with Inadequate Maternal Health Literacy Seeking Immunizations for their Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3253.
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Health literacy is recognized as a contributor to health outcomes and maternal health literacy is important to the health and wellbeing of children and families. Of particular interest are mothers seeking immunization services for their children. The complexity of the recommended immunization schedule and the care management of children receiving immunizations have the potential to create negative health outcomes in the low health literate population. Assessment of maternal health literacy and provision of effective patient education adapted to the health literacy level of the individual is important for information transfer. The Teach-Back provides an opportunity to both assess understanding and reinforce teaching.
This study used an experimental design to study two groups of women for a total of 90 participants in a public health department setting. The control group received the usual immunization patient education using Vaccination Information Sheets. The intervention group also received patient education in this manner plus use of the Teach-Back. Immunization knowledge was assessed prior to and after patient education. Immunization currency was assessed as well.
The Newest Vital Sign was used to assess the maternal health literacy for 90 mothers bringing their children for immunizations. A demographic survey addressing both individual characteristics and social determinants of health variables was also administered.
Most of the participants were low health literate (84%) and low health literacy was related to lower immunization knowledge and poor immunization currency. Social determinants of health variables were related to maternal health literacy, immunization knowledge and immunization currency. The results demonstrated an improvement of immunization knowledge scores with the use of the Teach-Back method of patient education.
Additional research is needed in the area of patient education interventions specific to the low health literate population. The development of instruments to measure interactive and critical health literacy are needed and interventions to promote growth in health literacy are also needed. Clinically, improved patient education interventions for low health literate mothers has the potential to improve health outcomes and decrease health care costs of these women, their children and their families.
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Punchamannil, Jolly M. "Improving a Medical Unit's Medication Education by Integration of a Teach-Back Program." Thesis, The University of Alabama in Huntsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748930.
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Effective communication is crucial in healthcare, as it plays a major role in patient outcomes. Medication errors, a common occurrence in hospitals, are harmful and costly. The use of effective communication to achieve adequate medication education for patients is key to preventing medication errors and related adverse events. Teach-back method is an excellent approach in verifying that the information has successfully reached the recipient. Using the teach-back approach makes the communication individualized. Individualized communication that addresses patient’s concerns and challenges promote trust in the healthcare provider and increase patient satisfaction.
The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) is a standardized survey tool utilized by hospitals throughout the United States to measure patients’ perspectives on hospital care. The HCAHPS survey includes 21 patient perspectives on care relevant in nursing domains such as communication with nurses and communication about medications. The HCAHPS question addressed by this study was related to the nurses teaching patients of new medication and potential side effects.
Teach-back is an evidence-based strategy that has successfully been used to educate individuals of any age or culture. This methodology is suggested and supported by healthcare accrediting agencies to promote patient-centered care. Teach-back verifies the patient’s understanding by asking the patient for a return demonstration regarding the understanding of provided teaching.
This project focused on an acute care facility’s consistently low HCAHPS satisfaction scores on medication education. Despite patient medication education provided by nurses, this acute care facility's HCAHPS scores reflected low and erratic patient satisfaction. Guided by the logic model, this process improvement project aimed at improving the nurse to patient communication on a medical unit using the teach-back method.
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Kopulos, Marion Ines. "Effects of Teach-Back on Children’s Treatment in Parents with Low Health Literacy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7687.
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Health literacy (HL) skills are necessary to understand the context of medical information provided to patients in all settings including the emergency room. People with low health literacy (LHL) have difficulty comprehending and implementing basic tasks such as understanding medication administration. The purpose of this quasi-experimental study guided by Orem’s self-care theory was to determine the effect of using the teach-back method for discharge instructions compared to standard written instructions based on parents’ learning style and HL skills assessed during their visit to the emergency room. The Newest Vital Sign (NVS) tool was reworded to assess the parents’ HL. A panel of experts reviewed the tool independently, judged appropriateness and accuracy of the questions, and suggested minor changes. Interrater reliability was assessed in a pilot study with 14 participants, and the strength of the agreement was classified as good (κ = 0.61–0.80) to very good (κ = 0.81–1.00). The NVS was used to determine the literacy levels of 16 participants. The data were analyzed using the Mann-Whitney U test to compare the median scores in comprehension, adherence, and recall. Results revealed no statistically significant increase in comprehension adherence and recall when using the teach-back method (n = 9) compared to the standard written instructions (n = 7). The small sample size was a limitation. Modifying teaching methods for those with LHL to assure complete understanding of important health information will affect positive social change. Further research addressing low health literacy in parents who speak languages other than English is necessary to assure the results are applicable to the general population.
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Nickles, Debra. "Nursing Students Use of Teach-back to Improve Patients' Knowledge and Satisfaction: A Quality Improvement Project." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1490968090243655.
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Noel, Lauren Elizabeth. "The Role of Health Literacy in Intervention Engagement, Teach Back Performance, and Perceptions of Intervention Components." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23117.
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Background: Low health literacy is a significant problem affecting our country. While the associations between low health literacy and poorer health outcomes have been well documented (Berkman et al., 2011), the literature lacks evidence of effective strategies to address health literacy in the context of health behaviors such as diet and physical activity (PA). Likewise, few interventions have reported on how health literacy status influences performance and engagement in the intervention. Two potential intervention strategies include the teach back method or teach to goal approach and interactive voice response (IVR) technology. These strategies hold promise as a means of improving health literacy and reaching vulnerable, low health literate populations, but these strategies have not been widely explored in the literature (Paasche-Orlow et al., 2005; Baker et al., 2011; Schillinger et al., 2009; Bennett et al., 2012; Piette et al., 1999).
Primary Aims: This research was embedded in a larger trial, Talking Health, which is a 6-month, 2 group randomized controlled trial to determine the effects of a health behavior intervention on reducing sugar-sweetened beverage (SSB) consumption in Southwest Virginians. The primary aims of this study were to examine the associations between health literacy status and 1) number of rounds of teach back needed to reinforce key concepts, 2) proportion of correct answers on the first round of teach back, 3) level of intervention engagement (i.e., completion rates for teach back call, IVR calls, and small group classes), and 4) perceptions of the intervention components. Methods: The data reported represent the first 3 cohorts of the Talking Health trial including participants in Lee, Giles, and Pulaski Counties. Eligibility requirements included being 18 years or older, English speaking, consuming at least 200 calories per day from SSB, able to participate in moderate intensity PA, and having reliable access to a telephone. Data were collected at baseline and at the 6-month follow-up assessment. Health literacy was assessed using the validated Newest Vital Sign. Participants were randomized to a behavioral intervention aimed at decreasing SSB consumption (SipSmartER) or to a matched-contact control group targeting PA (Move More). Both groups participated in 3 small group education sessions, received a live teach back call, and 11 supportive IVR calls. Participants completed a summative evaluation at the 6-month follow-up, which captured their perceptions of the intervention components. ANOVAs were used to measure differences in outcomes by health literacy status, randomized condition, and interactions. Results: Of the 125 enrolled participants, 92.0% were Caucasian, 76.8% were female, 29.6% had d high school education, 64.0% had <$25,000 annual household income, and 32.8% had low health literacy skills. Eighty-five participants (68.0%) completed the teach back call. The overall model when looking at the degree to which health literacy status and randomized condition predicted the number of rounds of teach back needed to reinforce key concepts was significant (F= 8.323, p < 0.001). Out of 3 possible teach back attempts, participants in the low health literacy category required a significantly higher number of teach back attempts as compared to those with high health literacy (F= 16.769, p <0.001), and participants randomized to Move More required a significantly higher number of teach back attempts compared to SipSmartER participants (F=7.296, p= 0.008). Similarly, the overall model when looking at the degree to which health literacy status and randomized condition predicted the proportion correct on the first round of teach back was significant (F= 9.836, p<0.001), such that those with higher health literacy status (F= 19.176, p< 0.001) and those randomized to SipSmartER condition answered a significantly higher proportion of questions correct (F= 9.783, p= 0.002). Intervention engagement including completion of the small group education sessions, the live teach back call, and the IVR calls did not vary significantly across randomized condition or literacy levels. Low health literate participants had a significantly higher overall perceived satisfaction with the IVR, as compared to high health literate participants (F= 5.849, p= 0.020). However, perceptions of other intervention components (e.g., small group sessions, teach back call, personal action plans, drink diaries/exercise logs,) were similar among participants with low and high health literacy status and across randomized conditions.
Conclusion: These data confirm the importance for multiple teach back opportunities and additional exposure to health information to ensure participant comprehension of key intervention content"in particular for those with lower health literacy. This research also supports that IVR is an effective approach to reaching vulnerable, low health literate populations. Future research should investigate the efficacy and cost-effectiveness of utilizing teach back methods delivered using automated technologies. Future research also is needed to determine how teach back performance are related to other study factors such as retention, engagement, and health outcomes.Master of Science
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Dinh, Thi Thuy Ha. "A Self-management program for people with heart failure in Hanoi, Vietnam : a cluster randomised controlled trial." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101527/1/Thi%20Thuy%20Ha_Dinh_Thesis.pdf.
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This project examined teaching of heart failure self-management to both nurses and patients in Vietnam. The main study was an evidence-based clinical trial, revealing that a short individual self-care education intervention improved patients’ knowledge and adherence to recommended self-care behaviours. The thesis also highlighted that people often struggle to understand health information. It demonstrated that the teach-back method should be a priority strategy in delivering health education to those with low health literacy.
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Toth, Lynn Nichols. "Nurses' Response to a Heart Failure Video to Teach Patients Self-Management." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3418.
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Numerous scholars have examined multiprocessors and techniques to decrease the heart failure readmission rate and to improve heart failure patient self-management. This project examined a new teaching method to create the experts' awareness of possible solutions to improve heart failure education in a small community hospital. The purpose of this project was the assessment of a new iPad heart failure patient pre-discharge education program video HFPDEV). Pender's health care model (PHM) served as a framework for this project. Five local nursing educator experts (master prepared) were asked to view a new iPad HFPDEV. After reviewing the 15-minute iPad HFPDEV, the local experts were asked to evaluate the video by completing a Likert-type survey, which evaluated the content, process, design, time, and functionality of the iPad HFPDEV along with a section for comments and recommendations. Descriptive analysis was used to analyze the survey results. Four of the experts defined the content, process, design, and functionality of the iPad HFPDEV as 'excellent.' One defined the content, process, design, and functionality of the iPad HFPDEV as 'adequate.' All experts expressed recommendations to improve the IPad HFPDEV by doubling the iPad size with an enlargement of print for easy reading and erecting all teaching iPads on mobile stands. A future pilot project will evaluate the relationship of HF readmission rate to the iPad HFPDEV. Social change will occur when the organization provides HF patients with iPad HFPDEV that will increase HF self-management skills and decrease HF readmissions.
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Makana, Judith. "Les effets de l’approche de l’enseignement bidirectionnel sur les couples francophones vivant en situation linguistique minoritaire dans la région d’Ottawa dont un partenaire est atteint de l’insuffisance cardiaque : Une étude de cas." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39029.
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Mise en contexte : Au Canada, environ 600 000 personnes font de l’insuffisance cardiaque (IC) avec une incidence de 50 000 par année. L’insuffisance cardiaque (IC) représente la 2ème cause d’hospitalisation chez les personnes âgées de 65 ans et plus avec une incidence plus élevée chez les hommes. L’IC pourrait être améliorée par les sessions éducatives selon l’approche d’enseignement bidrectionnel (‘teach-back’). Les autosoins sont de meilleure qualité lorsque la conjointe est activement impliquée dans tout le processus de prise en charge du patient. Cette étude a permis d’évaluer l’impact de l’approche d’enseignement bidirectionnel adapté aux couples sur les autosoins des franco-ontariens vivant en situation linguistique minoritaire dans la région d’Ottawa.
Méthodologie : Afin de mieux répondre aux questions de recherche en lien avec la rétention des connaissances des couples et l’apport sur la relation conjugale, le devis mixte d’une étude de cas intégrée avec unités d’analyse multiples a été utilisé auprès de six couples franco-ottaviens dont le conjoint était atteint d’IC.
Résultats : Les participants ont présenté une augmentation des connaissances des autosoins de l’IC de l’ordre de 27% entre la période avant l’intervention jusqu’à 30 jours après la formation. Il n’y a pas eu de réadmissions hospitalières parmi les participants. L’adaptation de l’approche d’enseignement bidirectionnel à la réalité individuelle des couples participants a eu un effet thérapeutique systémique sur la relation conjugale car cette approche a offert aux partenaires un cadre pour avoir une discussion ouverte sur l’impact réciproque de l’IC sur leur vécu quotidien. En assurant des visites aux domiciles des participants durant une phase post-hospitalisation considérée de grande vulnérabilité chez les patients IC, ce projet a pallié à la faille du système des soins parce qu’elle a permis à une transition sécuritaire des patients (et leurs conjointes) du milieu hospitalier en communauté.
Conclusion : L’adaptation de l’approche d’enseignement bidirectionnel en français est une nouveauté pour les infirmières francophones œuvrant auprès des francophones vivant en situation linguistique minoritaire. Cette étude soutient l’importance d’intégrer la gérontandragogie dans les interventions éducatives des personnes âgées en matière de santé.
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Steiner, Heidi. "A Nursing In-Service for Diabetes Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5947.
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Nurses play a central role in preparing patients for discharge. Diabetes affects one-third of all hospitalized patients, with readmission rates 20% higher for patients with diabetes. Low health literacy affects patients' ability to understand education provided during a hospitalization, especially in diabetic patients who are required to perform complex self-care activities. The rehabilitation nurses within the practicum site struggled to provide adequate diabetes education, leading to patients' readmissions and frequent calls to the nursing unit post discharge. The purpose of this project was to educate nurses on an inpatient unit about survival skills and teach-back approaches to improve inpatient diabetes education. Orem's self-care nursing deficit theory guided the project. Nursing literature provided current evidence-based practice guidelines on diabetes education for the staff education program. An expert panel was used to evaluate the effectiveness of the project in improving rehabilitation nurses' knowledge, skills, and ability to administer patient education to diabetic patients using the teach-back method. All 6 expert panel members agreed that the in-service content was relevant to the environment and would improve the nurses' ability to deliver diabetic education on the rehabilitation unit using the teach-back method. Current knowledge of diabetes education practices and strategies to overcome low health literacy can bring positive social change and improve nursing practice by advancing the nurses' ability to provide inpatient diabetes education.
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Sanip, Suhaila. "Back to school to teach : the transitional learning processes of new medical educators in Malaysia and the United Kingdom." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/14338/.
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New medical educators (NMEs) receive less attention in research about transition compared to medical students and junior doctors. While medical students and junior doctors are assumed to be lacking in experience and more prone to making mistakes during transition, NMEs are assumed to be competent doctors because they have accumulated several years of clinical practice experience. The transition of NMEs from clinical practice into a formal teaching role, however, is not straightforward. The aim of this study was to explore doctors’ perceptions of how they negotiated their experience of learning in their transition to the role of medical educator and to study the implications of transitional learning processes for the management of NMEs’ teaching and learning needs, including what factors influenced their learning processes. In this comparative longitudinal qualitative research conducted in Malaysia and the United Kingdom, NMEs were interviewed three times over one year about how they learn how to teach, what they learned during the transition phase and what factors affected their learning processes. The NMEs were found to be developing competencies in three domains; teaching, clinical practice and research. NMEs were teaching medical students without knowing the best way to carry out their teaching roles and responsibilities, and were mostly relying on past experience of learning in medical schools. Factors which supported or hindered the learning processes of the NMEs have been identified and it was found that some of these factors were localised to each country’s context. Interestingly, the same factors could be experienced as either supportive or a hindrance to the learning of NMEs in different contexts. In explaining the learning processes of the NMEs in the workplace, it was found that the theory of Transformative Learning was more useful than the theory of a Community of Practice. The findings from this study have several implications for medical education systems in both countries. It is important that medical education providers acknowledge how NMEs navigate their transition into academia and identify what factors supported their learning, as easing the transition of NMEs into academia had the potential of developing them into excellent medical educators.
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Ortiz, Alicia. "Using Health Literacy to Improve Emergency Department Discharge." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3716.
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Patients with limited health literacy often fail to understand verbal and written discharge instructions, and they frequently return to the emergency department (ED) for care. Patients returning to the ED and 30-day readmission rate are core quality performance measures. The purpose of this project was to decrease repeat visits and readmissions to the ED by implementing components of health literacy programs within the ED on patient education and written discharge instructions. Change implementation consisted of (a) use of teach back method (b) modifying medical terminology to language that patient could understand (c) limiting use of words with more than three syllables and (d) discouraging nursing practice of copying and pasting other completed clinician notes in discharge notes. Following the tenets of the logic model and Watson's caring theory, ED nurses (n=45) at a veteran's healthcare facility participated in the modification of the ED discharge note design. A retrospective quantitative design was used to obtain data from 5,474 records related to each patient's language preference, educational level, and the readability index of the discharge note pre-and post-modification of the note. The comparative analysis of the descriptive statistics before and after modification of the discharge note indicated a decrease of 1.75% in the readability index of the discharge note, a 24% decrease in return visits within 30 days and a 40% decrease in readmission rate within 30 days. Healthcare costs and health disparities associated with health literacy decrease if patients comprehend discharge instructions. Understanding verbal and written discharge instructions correlates with healthy communities. Health literacy policies and technological innovation can promote health literacy and research on health literacy.
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Salmon, Pauline Adora. "Improving the Patient Experience with Communication." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7839.
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A quality patient experience is one of the highest priorities for hospitals as patients and families are looking to healthcare providers to meet their demands for quality service. The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey measures the extent to which providers effectively communicate pertinent information such as communication about medications. On a 20-bed intermediate care unit, the HCAHPS item scores relating to nurse communication and communication about medicine were inconsistent and, on most occasions, were below the comparison benchmark of the 50th percentile when compared to other like hospitals. The purpose of this quality improvement project guided by the patient-centered care model, needs based theory, and adult learning theory, was to test the impact of an educational module for nurses on best practices for teaching patients about medications. Thirty nurses consented to participate in the teach-back sessions. Results of the pre- and posttest, evaluating the nurses' knowledge and attitude about teach-back, were analyzed using the Wilcoxon Signed Ranks test and findings showed an improvement in knowledge scores (z = -2.833, p = .005). However, no statistically significant changes occurred in nurse attitudes toward teach-back. A comparison of descriptive HCAHPS scores on communication about medications and nurse communication showed that scores improved from a low of 58% top box to 74% after the teach-back education. These findings indicated that using teach-back could enhance communication about medications. Effectively communicating pertinent health information using teach-back may have significant consequences for nurse-patient-family engagement contributing to positive social change.
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Ramirez, Sessarego Andrés, and Arancibia Felype Arévalo. "Making Sense of a Game : A look into Tutorials and Character Mechanics." Thesis, Södertörns högskola, Medieteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38085.
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This paper researches how information in game tutorials can be retained by the player. We use a teach-back framework to see what information the participants’ retained. The purpose of this study is to understand how a video game can communicate vital information about character mechanics and rules with the help of tutorials integrated through level design. This qualitative study was conducted with 15 participants, they played through a Third-Person Action Platformer game which the authors created for this study. The participants were all experienced in this game genre for the sake of the results’ consistency. The results showed that the most effective method is the one that presented most text and restricted player freedom, that being said it is not the preferred method by the participants. This resulted in suggestions that differed from what is presented to them, some of them including demonstrations in the game world and even some audio elements that could be implemented instead of having a text-based tutorial.I den här studien undersöker vi hur information i spelhandledning kan bibehållas av spelaren, vi använder en undervisningssammanfattning för att se vilken information deltagarna behöll. Syftet med denna studie är att förstå hur ett videospel kan kommunicera viktig information om karaktärsmekaniker och regler med hjälp av handledning integrerad genom nivådesign. Denna kvalitativa studie genomfördes med 15 deltagare, de spelade genom ett Tredje-Person action Platform spel som författarna skapade för denna studie. Alla deltagarna är erfarna i den här spelgenren för att hålla resultaten konsekventa. Den mest effektiva metoden är den som presenterade mest text och begränsade spelarens frihet men det var inte den föredragna metoden bland deltagarna. Det här resulterade i förslag som skilde sig från vad som presenterades för deltagarna, några av de förslagen inkluderade demonstrationer i spelvärlden och vissa ljudelement som kunde ha implementerats istället för att endast ha en textbaserad handledning.
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Eyegue-Sandy, Katherine. "Decreasing Thirty Days Hospital Readmission Rates of Adult Heart Failure Patients." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3767.
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Heart failure is a complex heart disease that incapacitates more than 5 million people, is associated with increasing healthcare cost, and remains the leading cause of admission in the United States. As the United States faces increasing financial burden related to readmission of heart failure patients within 30 days of discharge, many healthcare institutions are evaluating interventions to determine the most effective opportunities to improve systems, including nursing practice. The purpose of this doctoral project was to improve readmission rates within 30 days of discharge from an acute care facility through the development and implementation of a standardized, evidence-based, patient-centered discharge education toolkit using the Teach-Back method. Orem's self-care theory and the situation-specific theory of heart failure self-care were utilized as a theoretical framework to inform this doctoral project. The sources of evidence were obtained from the Get With The Guidelines-Heart Failure database and through a review of nursing and health-related databases. Descriptive statistics were used to compare the pre- and posteducation session readmission rates. The rate of readmissions occurring within thirty days of discharge pre- and post-educational session retrieved from the GWTG-Heart Failure database were 9.4% and 0.0% respectively. These results showed that this discharge toolkit reduced heart failure 30-days readmission rates. The limitations and strengths of this project will be used to guide further research on heart failure readmission and self-care management. This DNP project will promote positive social change for clinicians, who can use this discharge toolkit to improve self-management in adults with heart failure and thus decrease the costs related to readmission.
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Thomas, Lacy Rebaka. "Reducing Congestive Heart Failure Hospital Readmissions through Discharge Planning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5138.
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Every year, thousands of congestive heart failure (CHF) patients are readmitted to the hospital within 30 days of discharge. There is a gap in practice in the care continuum of patients with CHF within the transition from hospital to home. One of the factors known to increase a patient's risk for readmission is the lack of patient engagement and self-efficacy regarding the treatment plan. The purpose of this project was to implement a transition of care practice guideline that consisted of the use of a risk identification tool, a customized care plan for patients at high risk for readmission, and a discharge checklist crafted specifically for CHF patients who are at risk for readmission. The practice initiative utilized the Iowa model of Evidence Based Practice as a framework and the teach-back method for discharge education. A sample of 193 patients admitted during a 1-month timeframe fit the inclusion criteria and was generated from the electronic health record. Descriptive statistics were used to analyze the data collected during implementation. In fact, of the 106 CHF patients who benefited from the CHF checklist only 2 required readmission within 30 days, a 1.8% 30 day readmission rate. As compared to the 22% readmission rate experienced in 2017, this represented a considerable improvement, albeit preliminary. Efforts to improve the lives of patients and their families will ultimately serve society well, making a significant contribution to positive social change. Providing comprehensive discharge education to patients using the teach-back method to assess the retention of knowledge will help close the gap in the transition of care between hospital and home, ultimately reducing CHF readmissions.
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Drebold, Helge. "Improving health literacy of newly arrived refugees : A qualitative assessment of the health-communication method Förstå Mig Rätt within the Swedish civic orientation." Thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413486.
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Background: The growing number of migrants, and refugees in particular, can have complex impacts on healthcare systems as they face pressures of responding to new healthcare needs. Refugees report lower levels of self-assessed health and psychological well-being compared to host populations, but paradoxically, many refrains from seeking care although they perceive the need to. Health promotion and improved health literacy has been identified to improve service utilization and health outcomes of refugees. Aim: Investigating perceptions of health communicators in implementing a Swedish version of the teach-back method for improved health information recall – Förstå Mig Rätt (FMR) – in the Swedish civic orientation for newly arrived refugees. Method: Semi-structured in-depth interviews were used to explore the utilization of FMR. Content analysis was used to analyze the data, and an integrated model for health literacy by Sørensen et al. guided the discussion in examining how FMR contributed to improved health literacy. Findings: Three themes emerged from the data: (i) Appreciating the impact of FMR; (ii) valuing the role of a communicator and; (iii) practical challenges of implementing FMR. The findings demonstrated an overall appreciation for the method but implicated changes in the layout for further improvements. Conclusion: FMR serves its purpose of ensuring recall and understanding of health information among newly arrived refugees attending the Swedish civic orientation. For optimal utilization, groups should be adjusted for participant educational level while further clarification on restating information, and extended time for dialogue, is recommended.
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Bertran, Christina M. "Teach Back: an education program for parents of children with autism spectrum disorder to promote play." Thesis, 2019. https://hdl.handle.net/2144/38126.
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Teach Back is a pilot education program that will target educating parents of children with ASD on play skills. It has been designed to improve parent competence, decrease parent stress and improve play skills and positive developmental outcomes in the child with ASD.