Cluster randomized controlled trial testing the effectiveness of a self‐management intervention using the teach‐back method for people with heart failure

Abstract

In this study, we examined the effectiveness of a self-management intervention delivered to people with heart failure in Vietnam. It used teach-back, a cyclical method of teaching content, checking comprehension, and re-teaching to improve understanding. A single-site cluster randomized controlled trial was conducted, and six hospital wards were randomized into two study groups. On the basis of ward allocation, 140 participants received either usual care or the teach-back heart failure self-management intervention plus usual care. The intervention involved, prior to discharge, an individual educational session on heart failure self-care, with understanding reinforced using teach-back, a heart failure booklet, weighing scales, diary, and a follow-up phone call 2 weeks post-discharge. The control group received usual care and the booklet. Outcomes were heart failure knowledge, self-care (maintenance, management and confidence), and all-cause hospitalizations assessed at 1 and 3 months (end-point). Upon completion of the study, the intervention group had significantly greater knowledge and self-care maintenance than the control group. Other outcomes did not differ between the two groups. The teach-back self-management intervention demonstrated promising benefits in promoting self-care for heart failure patients. K E Y W O R D Sheart failure, hospitalization, knowledge, self-care, teach-back, Vietnam

Effects of self‐management programs on blood pressure, self‐efficacy, medication adherence and body mass index in older adults with hypertension: Meta‐analysis of randomized controlled trials

“…Self‐management is defined as the presence of prerequisites including the attitudes, perceived ability and knowledge required to successfully self‐manage, and the actual behaviours involved in self‐management (Ko et al, 2018). Five self‐management interventions have been proposed, namely cognitive‐behavioural (Newman et al, 2009), self‐efficacy, self‐regulation, education, and self‐care interventions (Dinh et al, 2019; Maes & Karoly, 2005; Novak et al, 2013). Cognitive‐behavioural interventions such as self‐control, stimulus control, cognitive restructuring, relapse prevention and the continuation of successful changes are critical to treatment success (Anderson, 2000).…”

Health Literate Communication: Teach-Back Training for First-Year Medical Students

“…[36][37][38] Internationally, teach-back has been used to ensure that patients understand directions given by their health care providers. [39][40] Teach-Back can be used with all patients regardless of medical conditions. [39][40] When using teachback during educational sessions, patients tend to be more knowledgeable about the information discussed.…”

“…[39][40] Teach-Back can be used with all patients regardless of medical conditions. [39][40] When using teachback during educational sessions, patients tend to be more knowledgeable about the information discussed. [39][40] The current curriculum includes communication skills training embedded in the Primary Care Skills course; however, it does not sufficiently develop health literate communication skills like Teach-Back and may leave medical students unprepared to communicate effectively with patients.…”

Self-management education programs for patients with heart failure: a literature review

“…Meanwhile, based on type of self-management intervention, the studies were assigned to seven categories (Table 3), including the following types: 1. Education and telephone support (n = 5) All studies in this category began with the provision of structured education related to HF and health behaviors that had the potential to improve participantsʼ self-management abilities, and 80% of them were conducted by nurses (Abbasi et al, 2018;Dinh et al, 2019;Köberich et al, 2015;Young et al, 2016). After provision of education, each study continued with telephone calls to patients at home, as a form of patient follow-up, with one study providing education related to coping strategies for 16 weeks by telephone (Sherwood et al, 2017).…”

“…To measure quality of life, the Kansas City Cardiomyopathy Questionnaire (KCCQ) (Clark et al, 2015;Hägglund et al, 2015;Köberich et al, 2015;Meng et al, 2016;Sherwood et al, 2017;Smith et al, 2015), and Minnesota Living Heart Failure Questionnaire (MLHFQ) (Chen et al, 2017;Dang et al, 2017;Ong et al, 2016;Wang et al, 2016;Yu et al, 2015) were used. The outcome measures used to assess patient self-care were the European Heart Failure Self-care Behavior Scale (EHFScBS) (Chen et al, 2017;Dang et al, 2017;Hägglund et al, 2015;Köberich et al, 2015;Smith et al, 2015), and the Self-Care Heart Failure Index (SCHFI) (Boyde et al, 2018;Clark et al, 2015;Dinh et al, 2019;Yu et al, 2015). Focused issue…”