teach-back method

Mothers of children undergoing open heart surgery suffer from self-efficacy disorders due to the need for lifelong follow-up and care, and frequent hospitalizations. Therefore, the present study was conducted with the aim of investigating the effect of retraining during discharge in the field of managing clinical outcomes at home on the self-efficacy of mothers of children undergoing open heart surgery.

A semi-experimental study including 72 mothers whose children (under one year old) underwent surgery in Tehran Medical Center Hospital participated in two control and experimental groups. The sampling method in the intervention and control groups was randomly assigned using the 4-way block method. Data collection tool, demographic information questionnaire and perceived self-efficacy of parenting (Barnes) Ed. The intervention group received retraining training from the time of admission to the time of discharge on the child's bed during four sessions. The self-efficacy of parents in both groups was measured before the intervention, at the time of discharge, and one month after discharge from the hospital.

The average score of self-efficacy in the intervention and control groups before the intervention was 56.41±7.63 and 60.50±8.07 respectively (p<0.05). The covariance analysis test showed that with the self-efficacy score reaching 75.47±4.56 and 65.86±5.82 in the intervention and control groups, considering the previous score as the intervening variable, the difference between the scores of the two groups after The intervention and in the follow-up phase was statistically significant (p<0.05). Also, there was a significant difference between the two groups in terms of changes in the self-efficacy scale score in favor of the intervention group (P<0.05).

The retraining method is effective on the self-efficacy of mothers of children undergoing open heart surgery. Therefore, it is recommended to use it in training programs during discharge.

Hemodialysis is the most common treatment for patients with chronic renal failure and one of the problems reported in these patients is their non-adherence to diet and fluid restriction. This study aimed to determine the effect of teach back method training on dietary adherence and fluid restriction in hemodialysis patients.

In this study, 60 patients undergoing hemodialysis referred to Urmia teaching hospitals in 1399 were randomly assigned to the control and intervention groups. In the intervention group, in addition to routine training, the patient was given feedback-based training in two areas of diet and fluid restriction during 3 sessions for 45 to 60 minutes. The control group received only the usual training in the ward. Data collection using demographic questionnaire and adherence to treatment of patients with end-stage renal disease (ESRD-AQ) subscale of diet and fluid restriction in three stages: pre-test, post-test (7 days after intervention) and follow-up (30 days Was performed after the intervention. Data were collected using SPSS software version 16, Chi-square, independent t-test, repeated measures analysis of variance tests.

There was a significant difference between the intervention and control groups in the mean score of fluid restriction (P <0.001). This means that at first the means of both groups were almost the same. In the control group, the means were almost similar during the following times and did not change significantly with each other, but in the intervention group in the following times, the mean score of fluid restriction increased and also the mean scores of compliance with fluid restriction in each intervention group. The two stages of post-test and follow-up were significantly higher than the control group (p = 0.001). There was no significant difference in the mean score of diet adherence between the intervention and control groups (P <0.01).

The present study showed that teach back method education has a significant effect on adherence to fluid restriction in patients undergoing hemodialysis, but has no effect on adherence to the diet of these patients. It is suggested that nurses working in hemodialysis wards increase patientschr('39') perception of their disease by increasing the number of teach back-oriented training sessions and as a result can play an important role in self-care of hemodialysis patients and their adherence to diet and fluid restriction.

The key to playing a role in the nursing profession is proper communication; communication skills have been described as one of the most important and necessary characteristics for nurses. There are several approaches to developing professional communication in nurse-patient interaction. This study determined the effect of using the teach-back method in patient education on the communication skills of nursing students

This quasi-experimental study was conducted in 2020. The study sample consisted of 81 nursing students of Islamic Azad University, Yazd Branch, who were undergoing internship in the field, and were randomly assigned into two groups (41 in the control group and 40 in the experimental group). The experimental group was taught how to teach the patient using the teach-back method and they were asked to teach the patients in this way. The control group conventionally performed patient education. The data collection tool was a communication skills questionnaire that was completed by both groups before and after the intervention. Data were analyzed using descriptive statistics and inferential statistics (Pearson correlation coefficient, Chi-Square, and t-test) using SPSS version 20.

The total scores of communication skills of nursing students were 70.80±6.71 and 70.67±4.50, respectively, in the control and experimental groups before intervention. Studentschr('39') communication skills after training to the patient by nursing students increased in both control (88.65±4.88) and experimental (110.17±3.62) groups. The difference between the experimental and control group after the intervention was significant (P<0.05).

Based on the findings, patient education using a teach-back method significantly improves studentschr('39') communication skills. Therefore, nursing educators can use this method and other strategies of increasing interaction in curriculum planning to improve studentschr('39') communication skills.

This study was conducted to examine the effect of teach-back training on lifestyle of people with heart failure.

Lifestyle is a determining factor in the development and progression of cardiovascular disease, so the patientchr('39')s adherence to therapeutic regimen (medication, diet, and physical activity) guarantees a healthy lifestyle. 

This quasi-experimental study was conducted on 80 individual with heart failure who were admitted to the coronary care units (CCUs) and post coronary care units (PCCUs) of teaching hospitals affiliated to Zahedan University of Medical Sciences, Iran, in 2019. The patients were selected using the convenience sampling method and randomly placed into intervention and control groups. The tools used to collect the data included a demographic information form and Health-Promoting Lifestyle Profile II (HPLP II) questionnaire (HPLP2). The lifestyle questionnaire was completed by the participants in both groups in two stages, before and three months after the intervention. In the intervention group, lifestyle promotion training was performed individually using a teach-back method in 4 sessions, each lasting 30 to 60 minutes. Participants in control group received conventionally lifestyle promotion training. The data were analyzed using SPSS-22 software via the independent samples t-test, paired samples t-test, and chi-square test.

There was no statistically significant difference between groups in terms of demographic characteristics. Before intervention, no statistically significant difference was found between the mean score of total lifestyle, in the intervention and control group (110.82±48.93 and 103.38±37.23, respectively). (P=0.45). Three months after intervention, the mean score of total lifestyle in intervention group was significantly higher than that of control group (137.80±54.36 against 113.23±37.77) (p≤0.0001). After intervention, the mean score of domains of lifestyle in the intervention group (except for interpersonal communication domain) were significantly higher than that of control group.

The results of the present study showed that teach-back training promoted lifestyle and its domains (except for interpersonal communication domain) in people with heart failure. It is recommended that nurses use this training method to improve lifestyle in people with heart failure.

The aim of this study was to examine the effect of teach back learning strategy on illness perception, nutritional knowledge and dietary adherence in people with hypertension.
Background. Because of the chronicity of hypertension and the importance of nutrition in hypertension control, illness perception and nutritional knowledge play an important role in adherence to nutritional regimen and disease control.

The present study is a quasi-experimental study control group and pretest-posttest design. Based on random sampling, two health care centers in Ferdows were selected as the place for experimental and control group. Using a simple randomized method, of patients with hypertension, 35 individuals were recruited for each group. These people entered the study based on inclusion criteria and after that they signed the consent form. Before and after the intervention, illness perception, nutritional knowledge and dietary adherence were measured by self-report questionnaire and compared between the groups.

After intervention, the mean score of nutritional knowledge in experimental and control group was 48.17±5.21 and 41.16±0.51, respectively, and a statically significant difference was found between groups in terms of nutritional knowledge (P≤0.0001; t=9.56). After intervention, the mean score of illness perception in experimental and control group was 9.75±1.81 and 7.72±1.60, respectively, and there was a statically significant difference between groups in terms of illness perception (P≤0.0001; t=4.15). But no statically significant difference was found between experimental and control group in terms of dietary adherence (17.55±4.17 against 16.88±3.62).

Given the positive effects of teach back method and the special role of nurses in patient education, attention to this teaching method seems necessary. The use of this method of training is suggested as part of care process to reduce patients' clinical problems.

one of the most important problems in surgical patients is anxiety before surgery. Teach-Back method is an interactive training method that can lead to increase understanding and knowledge of the patients. The aim of this study is survey the effect of teach back- method on surgical anxiety in primiparous cesarean section women. this study is a randomized clinical trial that was performed on 60 primiparous cesarean section women. Participants were randomized into two groups (each group 30 person) as intervention and control group. Educational program upon on teach-back method was presented for intervention group and their anxiety scores were assessed before and after intervention by using Spiel Berger Trait Anxiety Inventory (STAI) Data was analyzed by SPSS-19 software. According to paired T-test, the results showed significant statical difference between pre and post intervention mean scores anxiety in control group (P<0.001). Whereas, this comparison showed not significant statistical differences in experimental group (P=0.326). In comparison between two groups, Independent T-test results rely on that there were significant statistical differences and the mean preoperative anxiety score in the experimental group was significantly less than control group (P<0.001). According to the results, Teach-Back method as an effective and non-pharmaceutical intervention can be recommended for reducing anxiety and concerns of cesarean section women.

Chronic renal failure and hemodialysis affect patients'' ability due to its debilitating nature. It can cause numerous self-care deficits for patients. Promoting self-care behaviors can help patients to maintain their health and well-being. The present study was performed to determine the effect of educational plan based on Teach Back method on hemodialysis patients'' self-care deficits. In this quasi-experimental study carried out in 2012، thirty-six hemodialysis patients were selected through convenience sampling method from the hemodialysis ward of Birjand Vali-e -asr hospital. Necessary data was collected using self-care deficits questionnaire whose validity had been approved. The questionnaire was filled out through live interview، and an educational plan was carried out using teach-back method considering the deficits diagnosed. One month، after intervention، the questionnaire was filled out again. The obtained data was analysed by means of SPSS software (V: 17) using Wilcoxon test at the significant level P<0. 05. The findings showed that mean of patients'' self-care deficits in seven domains before the intervention were 4. 05 ± 1. 85، 2. 19 ± 1. 89، 3 ± 2. 17، 1. 11 ± 1. 23، 2. 97 ± 1. 34، 2. 52 ± 2. 41، and 2. 80 ± 2. 68 in nutrition، skin care، activity and rest، elimination، fluid and electrolytes، drug taking، and mental health; respectively. But، after the intervention mean self-care deficits in the seven domains changed to 1. 97 ± 1. 69 (P<0/001)، 0. 97 ± 1. 59 (P<0/001)، 1. 58 ± 1. 71 (P<0. 001)، 0. 30 ± 0. 66 (P<0. 001)، 0. 91 ± 1. 50 (P<0. 001)، 2. 52 ± 2. 41 (P<0. 001)، and 2. 80 ± 2. 68 (P<0. 001); respectively. The results revealed that the educational plan had been positively effective in patients'' self-care deficits. The present study showed that an educational plan based on Teach-Back method can significantly reduce hemodialysis patients'' physical and psychological self-care deficits. Therefore، nurses can apply this educational strategy to improve their health.