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Improving Provider Use of the Teach-Back Method.

Carita K Holman1, L Diane Weed, Sabrina P Kelley

  • 1Carita K. Holman, DNP, FNP-C, is Clinical Nurse Practitioner, Troy University School of Nursing, Alabama. L. Diane Weed, PhD, FNP-BC, is Professor, Troy University School of Nursing, Alabama. Sabrina P. Kelley, DNP, FNP, is Assistant Professor, Troy University School of Nursing, Alabama.

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Summary

This pilot study trained acute care nurses in the teach-back method to improve patient health literacy. Findings can guide the development of educational programs for nurses to enhance patient understanding.

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Area of Science:

  • Health Literacy
  • Nursing Education
  • Patient Communication

Background:

  • Effective patient communication is crucial for health outcomes.
  • The teach-back method is a validated approach to ensure patient understanding.
  • Acute care settings present unique challenges for patient education.

Purpose of the Study:

  • To assess the impact of training on nurses' knowledge, attitudes, and use of the teach-back method.
  • To pilot an educational intervention aimed at improving patient health literacy.
  • To provide data for developing scalable nursing education programs.

Main Methods:

  • A pilot study design was employed.
  • An evaluation tool measured knowledge, attitudes, and teach-back utilization.
  • Data were collected pre-intervention and 30 days post-intervention.

Main Results:

  • The study evaluated changes in nurses' understanding and application of teach-back.
  • Results informed the effectiveness of the educational session.
  • Data indicated potential for improved patient health literacy.

Conclusions:

  • Nursing professional development can leverage these findings.
  • Educational programs on the teach-back method can be developed.
  • Improving nurses' skills enhances patient health literacy.