The Teach Back Method

Farris, Cindy

doi:10.1097/nhh.0000000000000244

Cited by 15 publications

(14 citation statements)

References 3 publications

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“…The findings of this review highlight the importance of continuing to validate the use of screening tools to assess the health literacy rates of older adults. Using the SIS as a quick assessment of health literacy in the clinical setting as part of an intake or initial assessment could provide key information to accurately identify older adults who need person-centered communication strategies (i.e., the teach back method) or additional community-based support (Farris, 2015; Mahramus et al, 2014; Schillinger et al, 2003; Sudore et al, 2009). However, this tool and the findings should not be used as a equivalent measure to the STOFHLA for older adults.…”

Section: Resultsmentioning

confidence: 99%

“…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%

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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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Section: Resultsmentioning

confidence: 99%

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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“…The patient would be given video teaching after admission without exceptions. [ 6 ] The director of the propaganda office jointly designed and filmed a multi-lingual version of the chronic hepatitis B health education video. After admission, patients can choose videos according to languages while waiting for the procedure to ease anxiety during waiting and improve the integrity of patients’ health educational knowledge.…”

Section: Methodsmentioning

confidence: 99%

Constructing a new health education model for patients with chronic hepatitis B

Chen¹,

Jiang²,

Zeng³

et al. 2020

Medicine

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To explore the effects of the project-achievement quality control circle in constructing a new health education model for patients with chronic hepatitis B. The quality control circle group was established and the theme of “constructing a new health education model for patients with chronic hepatitis B” was selected. The circle staff determined that this quality control circle was of project-achievement according to the quality control story judgment table, and then carry out activities in strict accordance with the 10 steps of project-achievement quality control circle, evaluate the tangible results and non-tangible results before and after the activity. After the implementation of the activity, the health education integrity of patients with chronic hepatitis B increased from 74.75 ± 11.00 to 95.00 ± 5.55 points ( P < .001). The awareness of health education increased from 71.90 ± 13.48 to 95.60 ± 2.84 points ( P < .001), the satisfaction rate of health education increased from 76.60 ± 8.71 points to 98.00 ± 2.03 points ( P < .001), and the evaluation rate after health education increased from 10% to 100% ( P < .001). The circle members have much more confidence in quality control circle activities, the use of techniques, and the knowledge related to scientific research.

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“…Penelitian sebelumnya oleh Olson & Windish (2016) dikatakan hingga 80% tenaga kesehatan meyakini bahwa pasien telah menerima edukasi sesuai standar, namun pada kenyataannya paling banyak 60% pasien yang dapat mengingat dengan benar, bahkan Kessels, 2003dalam (Minnesota Health Literacy Partnership, 2011Farris, 2015; Agency for Healthcare Research and Quality (AHRQ), 2017a, 2017b) dan Richard et al, (2016) mengatakan hamper setengah dari informasi yang disimpan tidak benar. Kesenjangan komunikasi tersebut lebih banyak dialami pada pasien dengan tingkat pendidikan yang lebih rendah (Laws et al, 2018).…”

Section: Pendahuluanunclassified

Proses Teach Back Dalam Edukasi Kesehatan : Tinjauan Literatur

Kanang

Kadar²,

Arafat³

2021

jikep

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ABSTRAK Pendahuluan: Salah satu metode edukasi yang dapat ditawarkan adalah metode teach-back yang merupakan edukasi dua arah yang meminta pasien untuk menjelaskan kembali informasi yang diberikan. Perawat sebagai lini terdepan dalam pelayanan kesehatan perlu mengetahui metode yang tepat untuk memberikan edukasi pada pasien agar pasien mudah paham dan bisa mengaplikasikan. Tujuan dari penulisan Literature review ini adalah untuk memberi pemahaman akan proses edukasi menggunakan metode teach-back dalam edukasi kesehatan. Metode penyusunan literatur review ini mengikuti panduan PRISMA. Pubmed, Science Direct, Wiley Online, Proquest, dan Google Scholar adalah database yang digunakan dalam mengumpulkan artikel dengan kata kunci yang relevan. Hasil diperoleh lima artikel penelitian yang sesuai dengan kriteria inklusi. Artikel penelitian mengemukakan proses atau langkah-langkah yang dapat dilakukan untuk melaksanakan edukasi dengan metode teach-back. Kesimpulan pelaksanaan metode teach-back lebih banyak dilakukan dengan melakukan pelatihan teach-back pada staf. Selain itu metode teach back juga banyak dikombinasikan dengan strategi edukasi lainnya sehingga teach-back dijadikan sebagai bentuk evaluasi edukasi kesehatan. Kata Kunci: Proses, Tenaga Kesehatan, Teach Back

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The Teach Back Method

Cited by 15 publications

References 3 publications

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

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

Constructing a new health education model for patients with chronic hepatitis B

Proses Teach Back Dalam Edukasi Kesehatan : Tinjauan Literatur

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