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Teach-Back Effects on Self-Reported Understanding of Health
Transcript of Teach-Back Effects on Self-Reported Understanding of Health
Kalise Price DNP, RNC, CBE
Laurie Silva DNP, RN, CNE
Shelly Mcfarland MSN, RN
Effects & Outcome
Relevance to Practice
Standardize RN education process
leading to commitment and culture change
An increase in patients’ self-reported understanding
may increase patient satisfaction, wellness,
illness prevention or management, and
organization’s value-based purchasing
and decrease readmission's and mortality
Greater than 50% of patients'
self-report a lack of understanding of
how to manage their health
and medication after discharge
RN Education Process:
Lecture, discussion, written information, & demonstration
Patient Health Literacy:
Nine of 10 adults lack proficient health literacy skills
required to manage their health; 36% of the nation’s population have a decrease in ability to read, listen,
analyze, make decisions, and apply health
information (National Network of Libraries
of Medicine [NNLM], 2012).
Determine whether the registered nurse
use of the Teach-Back method increased patients' understanding of how to
manage their health and medication after discharge
Educate, train, simulate, reinforce, and
mentor/coach the RN use of the Teach-Back method
Intermediate Outcome Objectives:
The inpatient RN will participate in Teach-Back
validation, reinforcement, and mentoring/coaching
Final Outcome Objective:
10% increase in patients'
High quality, safe, and cost effective care focused
prevention and illness management
The Affordable Care Act (ACA) of 2010 focuses on shifting health care from the medical model to a more holistic transitional model (Brock & Boutwell, 2012).
Organizations, such as the Center for Medicare and Medicaid Services (CMS), are unable to financially support the
increased cost of health services constructed around
hospital care (Brock & Boutwell, 2012).
Inpatient registered nurse use of the
Relationship between the inpatient registered
nurse use of the Teach-Back method and
patients’ self-reported understanding
of how to manage their health and
medication after discharge.
Brock, J., & Boutwell, A. E. (2012). How Did We Make Transitions Such a Big Deal?. Generations, 36(4), 35-43. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=3aff8760-1f88-47f5-b936-406ad74bfb0b%40sessionmgr113&hid=118
National Network of Libraries of Medicine (2012). Health literacy. Retrieved from http://nnlm.gov/outreach/consumer/hlthlit.html
Will acute-care patients experiencing the
Teach-Back method,compared to a retrospective
sample not experiencing the Teach-Back method,
have an increase in self-reported understanding of
how to manage their health after discharge?
Purpose, Objectives, & Questions
Sample & Instrument:
Minimum sample of 100 HCAHPS surveys
Institution review board (IRB)
Patient experience identified on HCAHPS Survey
AIDET, hourly rounding, bedside shift report, care transition coaches, & management rounding
Inpatient registered nurse sustainability
Health care environment
Mandatory reinforcement, mentoring, coaching, & auditing
Face-to-face client interviews
Analyze November through January
Nature of the Project
High-quality, safe, and
Mann Whitney U sum of ranks demonstrated an upward
trend and no significant difference at the .05 level. However,
during implementation, an upward assessment trend of 5.4%
favorable towards bridging communication gaps in
self-reporting satisfaction for HCAHPS Question 25
HCAHPS question 24
Before & After Teach-Back
Early teach-back implementation
Leadership & management support
Increased HCAHPS awareness
Increased patient satisfaction
Inpatient registered nurse simulation participation
Implementation of teach-back in ADN program
A sincere thank you to Walden University and St. Luke's Magic Valley for your support and guidance throughout out DNP project.
A special thank you to Shelly Mcfarland for her knowledge, leadership, unwavering support, and commitment to excellence as our DNP mentor, colleague, and friend.
Will discharged clients from the acute-care hospital that had
teach-back (August 2, 2013 through October 31, 2013)
compared to a retrospective sample of clients without the
teach-back (February 1, 2013 through April 30, 2013) achieve at least a 10% increase in self-reported
satisfaction on the HCAHPS Expanded III Survey score for
Question 25: Reporting a clear understanding of the purpose
for taking each medication.
Intermediate Outcome Objectives
Teach-Back on the Go
Mann Whitney U test
Sum of Ranks
Dr. Kalise Price
Dr. Laurie Silva