The effect of self-care education through teach back method on the quality of life in hemodialysis patients

Abianeh, Nooshin Abbasi; Zargar, Shadi Abdollah; Amirkhani, Aref; Adelipouramlash, Adeleh

doi:10.1016/j.nephro.2020.01.002

Cited by 3 publications

(10 citation statements)

References 23 publications

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“…A comprehensive database search yielded 4661 citations, of which 1199 duplicates were removed, 3462 were screened by title and abstract and 6 studies meeting the inclusion criteria were retrieved to include in this review (see Figure 1). Among the six included studies, three were RCTs (Hu et al, 2020; Milazi et al, 2021; Mollazadeh & Maslakpak, 2018), two were quasi‐experimental studies (Borzou et al, 2020; Kim, 2018) and one was a single group pre–post (Abianeh et al, 2020). The included studies were from Iran ( n = 3), Australia ( n = 1), China ( n = 1), and Korea ( n = 1).…”

Section: Resultsmentioning

confidence: 99%

“…Two studies involved kidney transplant recipients, and the remaining four studies included those receiving HD. The total number of participants was 520 (192 females, 328 males), with sample sizes ranging from 45 (Abianeh et al, 2020) to 198 (Hu et al, 2020). Participants' mean age ranged from 31.7 ± 9.2 (Hu et al, 2020) to 60.2 ± 14.3 (Milazi et al, 2021).…”

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

“…All six studies were self-management education interventions (see Table 2), and three studies were underpinned by a theoretical framework (Hu et al, 2020;Kim, 2018;Milazi et al, 2021). Of the included studies, the number of educational sessions ranged from three (Abianeh et al, 2020;Borzou et al, 2020) to eight (Kim, 2018), and the length of a session varied from 30 to 45 min (Borzou et al, 2020;Milazi et al, 2021) to 1 h (Abianeh et al, 2020;Mollazadeh & Maslakpak, 2018). Education programmes were delivered by nurses (Hu et al, 2020;Kim, 2018;Milazi et al, 2021), or researchers (Abianeh et al, 2020;Borzou et al, 2020; Mollazadeh (Page et al, 2021).…”

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

“…Of the included studies, the number of educational sessions ranged from three (Abianeh et al, 2020;Borzou et al, 2020) to eight (Kim, 2018), and the length of a session varied from 30 to 45 min (Borzou et al, 2020;Milazi et al, 2021) to 1 h (Abianeh et al, 2020;Mollazadeh & Maslakpak, 2018). Education programmes were delivered by nurses (Hu et al, 2020;Kim, 2018;Milazi et al, 2021), or researchers (Abianeh et al, 2020;Borzou et al, 2020; Mollazadeh (Page et al, 2021). Educational strategies varied across studies; two studies (Abianeh et al, 2020;Mollazadeh & Maslakpak, 2018) used only teach-back to deliver the education intervention while the remaining studies employed teach-back along with a variety of other teaching methods and learning resources like education booklets, PowerPoint presentations, brochures, posters, puzzle games, ask-me activities, lectures, discussions, mobile applications, group discussions, reenactments and demonstrations (Borzou et al, 2020;Hu et al, 2020;Kim, 2018;Milazi et al, 2021).…”

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

“…Education programmes were delivered by nurses (Hu et al, 2020;Kim, 2018;Milazi et al, 2021), or researchers (Abianeh et al, 2020;Borzou et al, 2020; Mollazadeh (Page et al, 2021). Educational strategies varied across studies; two studies (Abianeh et al, 2020;Mollazadeh & Maslakpak, 2018) used only teach-back to deliver the education intervention while the remaining studies employed teach-back along with a variety of other teaching methods and learning resources like education booklets, PowerPoint presentations, brochures, posters, puzzle games, ask-me activities, lectures, discussions, mobile applications, group discussions, reenactments and demonstrations (Borzou et al, 2020;Hu et al, 2020;Kim, 2018;Milazi et al, 2021). Various forms of written education resources such as education booklet, instruction sheets, brochures and posters were supplemented to facilitate the teach-back process.…”

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

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Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

Jagodage

McGuire

Seib

et al. 2023

Journal of Renal Care

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BackgroundEducation is an essential component in optimising chronic disease self‐management. Teach‐back is a robust approach in patient education, which is suitable for varying health literacy although its effectiveness in chronic kidney disease patient education is unknown.ObjectiveTo evaluate the impact of teach‐back method in health education for improving self‐management and adherence to treatment regimens in chronic kidney disease.DesignSystematic review.ParticipantsAdults with any chronic kidney disease grade or treatment modality.MeasurementsA comprehensive search was undertaken in MEDLINE, CINHAL, EMBASE, Cochrane library, PsychINFO, Web of Science, ERIC, JBI library and WHO International Clinical Trial Registry to identify published studies from September 2013 to December 2022. The methodological quality of studies was assessed using Joanna Briggs Institute guidelines.ResultsSix studies involving 520 participants were retrieved for this review. A meta‐analysis could not be conducted due to substantial heterogeneity between studies. Nevertheless, there was some evidence that teach‐back could improve self‐management, self‐efficacy and knowledge. There was limited evidence on improvement in psychological outcomes or health‐related quality of life.ConclusionTeach‐back seems to improve both objective and patient‐reported outcomes, although further studies are needed. Using teach‐back can improve both understanding of health information and the development of skills. Kidney care teams could use teach‐back for all patients as it takes account of varying patient health literacy abilities. Teach‐back assists with communicating important health information to improve patients' knowledge, confidence and skills in self‐managing this disease and its treatment.

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Section: Resultsmentioning

confidence: 99%

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

Section: Characteristics Of the Included Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

Jagodage

McGuire

Seib

et al. 2023

Journal of Renal Care

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Determinants of Subjective Loneliness and Quality of Life among Community-Dwelling Older Adults in Gorgan, Iran

et al. 2022

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The purpose of this study was to identify the determinants of, and relationship between, subjective loneliness, general health and quality of life (QoL) among lonely community-dwelling older adults. A cross-sectional study was carried out among a sample of lonely (i.e. live alone without any assistance) older adults living in Gorgan city, Iran. The older adults were invited through a census sampling technique to complete six questionnaires, namely a 20-item UCLA loneliness scale, a six-item Lubben Social Network Scale, a 12-item Multidimensional Scale of Perceived Social Support, a 17-item Self-care Ability Scale for the Elderly (SASE), a General Health Questionnaire-12, and a Control, Autonomy, Self-Realization and Pleasure (CASP-19) questionnaire. Hierarchical multiple linear regressions were done with subjective loneliness and QoL as outcome variables. In total, 213 (91% females) lonely older adults (mean age: 68.2 ± 6.2) participated. Hierarchical multiple linear regressions yield socio-demographic characteristics ( p < 0.001), predictor group 1 ( p < 0.001), predictor group 2 ( p < 0.001) explained 12.5, 13.5 and 46.6% of the observed variance in loneliness, respectively. Moreover, socio-demographic characteristics ( p < 0.001), predictor group 1 ( p < 0.001), predictor group 2 ( p < 0.001) and feeling of loneliness ( p < 0.001) accounted for 16.9, 21.1, 48.6 and 55.3% of the observed variance in quality of life, respectively. Both subjective loneliness and QoL were moderate in our sample. We suggest the presence of a probable causal inference between subjective loneliness, general health, and QoL; implying the need of population strategies for correcting subjective loneliness for its own sake as well as to help have an improved general health and QoL among older adults. Beside several non-modifiable factors (such as age, ethnic groups), we suggest that corrective measures should be based on social support and networking, self-care behavior, leisure activities, adapted for age, literacy and racial specifications. Given its population health relevance, there should be increased research and intervention on loneliness among older adults.

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The Effect of the Training Based on the Teach-Back Method Provided to Women of Reproductive Age for the Protection From Sexually Transmitted Diseases on Their Behaviors

Kılavuz,

Yiğit

2024

Preprint

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Aim The aim of the research is to examine the effect of training based on the teach-back method provided to women of reproductive age for protection from sexually transmitted diseases on their behaviors. Background Sexually transmitted diseases cause significant health problems for many women every year. The transmission of sexually transmitted diseases can be prevented through health education, which is among the preventive health services. Nurses are the leading health educators. Nurses should learn new education systems and models and use them in their practice. Design This study has a randomized controlled design. Method The teach-back method and face-to-face training were provided to women of reproductive age experimentally for protection from sexually transmitted diseases. In this research, the teach-back method in which there were 42 participants in each group, an identifying information form for women in three groups who were provided face-to-face training and not trained, the Behavioral Scale for Protection from Sexually Transmitted Diseases were applied pre-training, fifteen days and three months after the training. Results The mean score of the Behavioral Scale for Protection from Sexually Transmitted Diseases was found to be 75.57 ± 12.78 pre-training, 82.54 ± 9.59 fifteen days after the training and 81.85 ± 9.28 three months after the training in women who were trained with the teach-back method; 76.92 ± 10.03 pre-training, 80.78 ± 8.72 fifteen days after the training and 80.21 ± 8.77 three months after the training in women who received face-to-face training, while it was found in women who did not receive face-to-face training to be 75.73 ± 6.14 pre-training, 75.61 ± 6.01 fifteen days after the training and 75.54 ± 6.09 three months after the training and there was a statistically significant relationship between them (F = 6.736; p < 0.001). Conclusion As a result of the research, it was found that the training provided to women with the teach-back method had a positive effect on women's behaviors and was more effective than face-to-face training.

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The effect of self-care education through teach back method on the quality of life in hemodialysis patients

Cited by 3 publications

References 23 publications

Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

Determinants of Subjective Loneliness and Quality of Life among Community-Dwelling Older Adults in Gorgan, Iran

The Effect of the Training Based on the Teach-Back Method Provided to Women of Reproductive Age for the Protection From Sexually Transmitted Diseases on Their Behaviors

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