Teach-Back Process as a Best Practice in Patient Education
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 edu...
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ndltd-waldenu.edu-oai-scholarworks.waldenu.edu-dissertations-78592019-10-30T01:03:49Z Teach-Back Process as a Best Practice in Patient Education Hoffman, Laura 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. 2019-01-01T08:00:00Z text application/pdf https://scholarworks.waldenu.edu/dissertations/6580 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7859&context=dissertations Walden Dissertations and Doctoral Studies en ScholarWorks Patient Education Self-Efficacy Teach-Back Nursing |
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Patient Education Self-Efficacy Teach-Back Nursing Hoffman, Laura Teach-Back Process as a Best Practice in Patient Education |
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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. |
author |
Hoffman, Laura |
author_facet |
Hoffman, Laura |
author_sort |
Hoffman, Laura |
title |
Teach-Back Process as a Best Practice in Patient Education |
title_short |
Teach-Back Process as a Best Practice in Patient Education |
title_full |
Teach-Back Process as a Best Practice in Patient Education |
title_fullStr |
Teach-Back Process as a Best Practice in Patient Education |
title_full_unstemmed |
Teach-Back Process as a Best Practice in Patient Education |
title_sort |
teach-back process as a best practice in patient education |
publisher |
ScholarWorks |
publishDate |
2019 |
url |
https://scholarworks.waldenu.edu/dissertations/6580 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7859&context=dissertations |
work_keys_str_mv |
AT hoffmanlaura teachbackprocessasabestpracticeinpatienteducation |
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