Combining Action Research and the Teach-Back Method to Improve Perioperative Care in Hair Transplantation

This study aimed to optimize the perioperative clinical care pathway for patients undergoing hair transplantation by integrating action research and the teach-back method, and to validate its clinical application.

A total of 116 patients undergoing hair transplantation were divided into control and experimental groups based on time periods. The control group received conventional care; the experimental group received action research combined with the teach-back method for training and assessment. After 2 iterative cycles of problem identification, planning, action, reflection, and implementation, the care pathway was refined. Outcomes measured included hair follicle survival rate, complication incidence, secondary transplantation rates within 12 months, postoperative self-management, and satisfaction.

The experimental group had higher follicle survival rates ( Z = 8.788, P = 0.001), lower complication incidence (χ ² = 3.940, P = 0.047), improved postoperative self-management ( Z = 3.426, P = 0.001), and greater satisfaction (χ² = 4.245, P = 0.039). There was no significant difference between the 2 groups in the occurrence of secondary hair transplantation within 12 months after surgery ( P = 0.618).

By combining action research with the teach-back method, the authors significantly optimized perioperative care, achieving notable improvements in the survival rate of hair follicle units after surgery, a reduction in the incidence of complications, and enhancements in both postoperative self-management capabilities and patient satisfaction levels.

Therapeutic, III.