The Teach Back Project: A System-wide Evidence Based Practice Implementation
The Teach Back Project: A System-wide Evidence Based Practice Implementation
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DOI：
10.1016/j.pedn.2018.06.002
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发表时间：
2018-09-01
影响因子：
2.4
通讯作者：
Gibson, Cori
中科院分区：
文献类型：
--
作者：
Klingbeil, Carol;Gibson, Cori
目的：反馈教学是一种循证策略，被确定为改善医疗保健过程中沟通的基础干预措施。证据支持使用教导回与病人和家属，以提高理解出院指示和支持自我管理。有显着的证据表明，工作人员不经常使用教回，而与患者和family.Design和方法：这个循证医学实践项目研究了一个简短的教育干预的影响，为多学科的工作人员对健康素养的知识和使用教回在病人的教育。在一家290张床位的Magnet（R）指定的中西部儿科医疗保健组织工作的临床工作人员参加了一个45-60分钟的标准化、教师主导的互动教学会议，内容涉及低健康素养的影响、开放式问题的使用以及如何与患者和家庭一起使用反馈教学。教育前和教育后的调查，以及为期一年的可持续性survey administered.Results：超过300多学科的团队成员（包括急性护理，急诊室，外科护士，营养师，呼吸护理从业人员和职业和物理治疗师）参加了教育和调查。护士和非护士表现出更多的知识的教学过程中，并报告澄清信息和纠正误解时，使用教回与患者和家属的高利率。定性数据显示，澄清往往是关于药物和技能为基础的treatment.Conclusions和实践的影响：教回是一个有价值的战略，可以提高医疗保健的安全性和质量，并支持国家行动计划，以提高健康素养。(C)2018爱思唯尔公司All rights reserved.
Purpose: Teach-back is an evidence-based strategy identified as a cornerstone intervention for improving communication during healthcare encounters. Evidence supports the use of teach back with patients and families to improve understanding of discharge instructions and supporting self-management. There is significant evidence that staff do not routinely use teach-back while communicating with patients and families.Design and Methods: This evidence-based practice project examined the impact of a brief educational intervention for a multidisciplinary staff on knowledge of health literacy and the use of teach-back during patient-education. Clinical staff working at a 290 bed Magnet (R) designated Midwest pediatric healthcare organization attended a 45-60 min, standardized, instructor led interactive teaching session about the impact of low health literacy, the use of open ended questions and how to use teach-back with patients and families. Pre and post education surveys, and a one-year sustainability survey were administered.Results: Over 300 multidisciplinary team members (including acute care, emergency room, and surgical nurses, dieticians, respiratory care practitioners and occupational and physical therapists) participated in the education and surveys. Both nurses and non-nurses demonstrated increased knowledge of the teach-back process and reported high rates of clarifying information and correcting misunderstandings when using teach back with patients and families. Qualitative data revealed clarifications are often about medications and skill-based treatments.Conclusions and Practice Implications: Teach-back is a valuable strategy that can improve the safety and quality of health care and supports the National Action Plan to Improve Health Literacy. (C) 2018 Elsevier Inc. All rights reserved.