The Teach Back Project: A System-wide Evidence Based Practice Implementation

Klingbeil, Carol; Gibson, Cori

doi:10.1016/j.pedn.2018.06.002

Cited by 56 publications

(46 citation statements)

References 20 publications

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“…The SMOG formula indicates the Western grade reading level needed for a reader to recall nearly all of the pertinent facts in a text, developed and validated for the grade level at which a reader correctly answers 100% on a multiple choice question reading compression test . It is widely used and recommended for consumer‐oriented HEMs by the American Medical Association, the National Institutes of Health, Health Canada, and the Canadian Government . As with the FKGL, we chose a SMOG score of ≤6.5 as the cutoff for at or below the sixth grade reading level.…”

Section: Methodsmentioning

confidence: 99%

“…18,29 It is widely used 26,31 and recommended for consumer-oriented HEMs by the American Medical Association, 7 the National Institutes of Health, 13 Health Canada, and the Canadian Government. 9 As with the FKGL, we chose a SMOG score of ≤6.5 as the cutoff for at or below the sixth grade reading level. We report the median score of each index with its respective interquartile range (IQR).…”

Section: Quantitative Readability Analysismentioning

confidence: 99%

“…The US Department of Health and Human Services (USDHHS) considers an HEM “easy to read” if it is written below a sixth grade level, and of “average difficulty” if it requires a seventh to eighth grade reading level. The USDHHS and the American Medical Association recommend that HEMs should be written for a reading level below a sixth grade level, whereas the Institute of Medicine and Health Canada recommend a reading level between the sixth and eighth grade or below.…”

Section: Introductionmentioning

confidence: 99%

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Quantitative readability analysis of websites providing information on traumatic brain injury and epilepsy: A need for clear communication

Correa

Milano²,

Kwon

et al. 2020

Epilepsia

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Objective The use of the Internet for health‐related questions is increasing, but it is not clear whether individuals can understand the information available online. Most health organizations recommend that health educational materials (HEMs) be written below the sixth grade reading level. This study was designed to evaluate the readability level of available online HEMs pertaining to traumatic brain injury (TBI), epilepsy, and posttraumatic epilepsy (PTE). Methods This cross‐sectional readability assessment included HEMs from TBI and epilepsy stakeholder organizations and those obtained from four Internet searches. The search strategy was designed to replicate a nonmedical individual's keyword searches. Each HEM was assessed with an online automated readability tool using three indices (Flesch Reading Ease Score, Flesch–Kincaid Grade Level, and Simple Measure of Gobbledygook). Findings were compared as a function of organization type (journalistic news or health organization), targeted medical condition (TBI, epilepsy, or PTE), or content topic (patient health education, clinical research education, or both). Results Readability analysis of 405 identified HEMs revealed scores above the sixth grade reading level recommendation. Only 6.2% of individual HEMs met the sixth grade recommendation. Journalistic news organizations’ HEMs had similar readability levels to health organizations’ HEMs. PTE‐related HEMs required the highest readability level, >11th grade (P < .001). There were significant differences in the readability scores (P < .01 for all indices) among HEMs with information on health education, research education, or both topics. The highest required readability level (>12 grade level) was for HEMs that included both health and research education. Significance The majority of TBI‐, epilepsy‐, and PTE‐related online HEMs do not meet the sixth grade reading recommendation. Improving the readability of HEMs may advance health literacy around TBI, epilepsy, and PTE, leading to more effective participant recruitment/retention strategies for future antiepileptogenesis trials in persons with TBI and perhaps better patient‐centered outcomes.

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Section: Methodsmentioning

confidence: 99%

Section: Quantitative Readability Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Quantitative readability analysis of websites providing information on traumatic brain injury and epilepsy: A need for clear communication

Correa

Milano²,

Kwon

et al. 2020

Epilepsia

View full text Add to dashboard Cite

show abstract

“…We then selected various practical strategies from literature to improve communication with limited health literate patients, such as information transfer to enhance knowledge and awareness about the problem of limited health literacy [28] and the Teach-back method to identify patients with limited health literacy [23,29]. Role-play [30] was selected as a strategy to acquire required communication skills and to practice the use of plain language and the Teach-back method.…”

Section: Matrix Of Change Performances and Objectivesmentioning

confidence: 99%

Systematic development of a training program for healthcare professionals to improve communication about breast cancer genetic counseling with low health literate patients

et al. 2020

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There is a disproportionate underuse of genetic testing in breast cancer patients from lower education or migrant background. Within these groups, communication about referral to genetic counseling appears challenging due to limited health literacy and cultural barriers. Our aim was to develop and evaluate a training program for healthcare professionals (breast surgeons and specialized nurses), to increase effective communication. We systematically developed a blended training program based on patients' and healthcare professionals' needs and preferences. Prior to the training, we assessed awareness, knowledge and self-efficacy of healthcare professionals. Acceptability and usefulness of the training program were assessed directly after the training. Healthcare professionals (n = 65) from 17 hospitals showed moderate to high awareness and knowledge about the prevalence and impact of limited health literacy. They were aware of cultural factors that influence communication. However, they did not feel confident in recognizing limited health literacy and their self-efficacy to communicate effectively with these patients was low. The training program was rated as acceptable and useful. Healthcare professionals lack confidence to effectively communicate with patients with limited health literacy or migrant background. The training program offers opportunities to improve communication about referral to breast cancer genetic counseling.

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“…Implications for practice include specific resources to support this initiative. Teach-Back is recognized as an evidence-based practice and is not one that should be overlooked because it can bridge gaps in discharge teaching of all patients and/or caregivers regardless of health literacy and has been recognized as a strategy to reduce hospital readmissions in the pediatric population (Klingbeil & Gibson, 2018;CHSPS, 2016). Discharge Education/Teach-back is also considered the most important discharge component amongst clinicians (Blaine et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Nurses’ Perception of Discharging the Medically Complex Pediatric Patient

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The purpose of this study is to query the nurses for their perceptions of the barriers and facilitators of discharging medically complex pediatric patients from a freestanding children's hospital in central California. Using a mixed methods research design via an online survey, 90 nurses identified 3 distinct themes that act as barriers. Those barriers include: 1) knowing the plan of care, 2) time, and 3) disposition of the family. Several implications for improving the discharge process for medically complex patients and overcoming the identified barriers include strategies to improve multidisciplinary communication, implementation of a Family Learning Center, use of video interpreters when in-person interpreters are not available, and respect for discharge readiness. Recognizing and implementing the appropriate interventions based on nurses' feedback have the potential to improve quality and patient safety.

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The Teach Back Project: A System-wide Evidence Based Practice Implementation

Cited by 56 publications

References 20 publications

Quantitative readability analysis of websites providing information on traumatic brain injury and epilepsy: A need for clear communication

Quantitative readability analysis of websites providing information on traumatic brain injury and epilepsy: A need for clear communication

Systematic development of a training program for healthcare professionals to improve communication about breast cancer genetic counseling with low health literate patients

Nurses’ Perception of Discharging the Medically Complex Pediatric Patient

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