Assessment of an educational intervention on nurses' knowledge and retention of heart failure self-care principles and the Teach Back method

Mahramus, Tara; Penoyer, Daleen; Frewin, Sarah; Chamberlain, Lyne; Wilson, Debra; Sole, Mary Lou

doi:10.1016/j.hrtlng.2013.11.012

Cited by 52 publications

(71 citation statements)

References 19 publications

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“…9–10, 24–26 In our study using CNAs as baseline, nurses and rehabilitation personnel scored better in pre-tests, while environmental services and food services staff scored lower. In a survey of HCPs in France, baseline knowledge about hand hygiene and usefulness of alcohol-based hand hygiene was higher in physicians when compared with other HCPs.…”

Section: Discussionmentioning

confidence: 60%

Making infection prevention education interactive can enhance knowledge and improve outcomes: Results from the Targeted Infection Prevention (TIP) Study

Koo

McNamara

Lansing

et al. 2016

American Journal of Infection Control

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Objectives To assess effectiveness of an interactive educational program in increasing knowledge of key infection prevention and control (IPC) principles with emphasis on indwelling device care, hand hygiene and multi-drug resistant organisms (MDROs) among nursing home (NH) healthcare personnel (HCP). Methods We conducted a multi-modal randomized-controlled study involving HCP at 12 NHs. Ten comprehensive and interactive modules covered common IPC topics. We compared: a) intervention and control scores to assess differences in pre-test scores as a result of field interventions; b) pre- and post-test scores to assess knowledge gain and c) magnitude of knowledge gain based on job categories. Results 4,962 tests were returned over the course of the intervention with 389–633 HCP/module. Participants were mostly female certified nursing assistants (CNAs). Score improvement was highest for modules emphasizing hand hygiene, urinary catheter care and MDROs (15.6%, 15.95%, and 22.0%, respectively). After adjusting for cluster study design, knowledge scores were significantly higher after each educational module, suggesting the education delivery method was effective. When compared to CNAs, nursing and rehabilitation personnel scored significantly higher in their knowledge tests. Conclusion Our intervention significantly improved IPC knowledge in HCP, especially for those involved in direct patient care. This increase in knowledge along with preemptive barrier precautions and active surveillance has enhanced resident safety by reducing MDROs and infections in high-risk NH residents.

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Section: Discussionmentioning

confidence: 60%

Making infection prevention education interactive can enhance knowledge and improve outcomes: Results from the Targeted Infection Prevention (TIP) Study

Koo

McNamara

Lansing

et al. 2016

American Journal of Infection Control

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“…A conversational agent may provide the opportunity for a quick assessment of health literacy in the clinical setting and could provide key information to accurately identify older adults who need person-centered communication (i.e. the teach back method) or community-based support (Farris, 2015; Mahramus et al, 2014; Schillinger et al, 2003; Sudore et al, 2009). …”

Section: Discussionmentioning

confidence: 99%

Validation of a Single Question Health Literacy Screening Tool for Older Adults

Woods

Chesser

2017

Gerontology and Geriatric Medicine

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Objectives: Health Literacy skills are important for people of all ages. Older adults have the lowest health literacy rates. The purpose of this study was to assess health literacy rates and validate the use of a screening tool with older adults. Methods: Participants included a convenience sample, age 65 years or older, English speaking with corrected vision of 20/100 or better and typical cognitive skills. Participants completed the 36-item Short Test of Functional Health Literacy Assessment (STOFHLA) and a single item screening (SIS) tool. Results of STOFHLA and SIS were compared using nonparametric statistics. Results: Of the 64 participants, 94% had adequate scores on the STOFHLA, while 64% self-reported confidence in filling out medical forms, p = .006, χ2 = 7.606, df(1). Conclusion: Results suggest that use of health literacy screening tools for older adults may be of value. Additional studies are needed to expand the study sample and validate the findings of this study.

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“…11,14,15 However, there are inconsistencies in the modes of delivery, type of reinforcement, and follow-up periods that challenge the comparison and utilization of evidence in clinical settings. [16][17][18][19] Patients with HF are faced with daunting challenges, particularly in evaluating and modifying behaviors that negatively affect their health. 20 At the time of initial diagnosis, most patients are not receptive to education on self-care, because the new diagnosis of HF can trigger a crisis and warrants constant reinforcement for the development of self-care skills.…”

Section: Rationale For the Target Populationmentioning

confidence: 99%

Embedding Patient Education in Mobile Platform for Patients With Heart Failure

Athilingam

Osorio

Kaplan

et al. 2016

CIN: Computers, Informatics, Nursing

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Health education is an important component of multidisciplinary disease management of heart failure. The educational information given at the time of discharge after hospitalization or at initial diagnosis is often overwhelming to patients and is often lost or never consulted again. Therefore, the aim of this developmental project was to embed interactive heart failure education in a mobile platform. A patient-centered approach, grounded on several learning theories including Mayer's Cognitive Theory of Multimedia Learning, Sweller's Cognitive Load, Instructional Design Approach, and Problem-Based Learning, was utilized to develop and test the mobile app. Ten heart failure patients, who attended an outpatient heart failure clinic, completed beta testing. A validated self-confidence questionnaire was utilized to assess patients' confidence in using the mobile app. All participants (100%) reported moderate to extreme confidence in using the app, 95% were very likely to use the app, 100% reported the design was easy to navigate, and content on heart failure was appropriate. Having the information accessible on their mobile phone was reported as a positive, like a health coach by all patients. Clinicians and nurses validated the content. Thus, embedding health education in a mobile app is proposed in promoting persistent engagement to improve health outcomes.

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Assessment of an educational intervention on nurses' knowledge and retention of heart failure self-care principles and the Teach Back method

Cited by 52 publications

References 19 publications

Making infection prevention education interactive can enhance knowledge and improve outcomes: Results from the Targeted Infection Prevention (TIP) Study

Making infection prevention education interactive can enhance knowledge and improve outcomes: Results from the Targeted Infection Prevention (TIP) Study

Validation of a Single Question Health Literacy Screening Tool for Older Adults

Embedding Patient Education in Mobile Platform for Patients With Heart Failure

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