Date of Conferral

2022

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Tanya M. Cohn

Abstract

AbstractInstitutions are invested in improving healthcare providers’ ability to enhance the quality of patient teaching. The teach-back method provides tools and strategies for promoting patient-focused learning and has the potential to increase nurses’ conviction and confidence in teaching patients about their medications. Nurses are not routinely taught how to teach patients, and they usually lack confidence in teaching about medications. This project was developed using the Donabedian model of structure, process, and outcomes. Studies and journal articles were searched through a variety of libraries and online sources, including the internet, using various teach-back and patient literacy combinations of search terms, and a literature review matrix was created for ease of use and to determine relevance. Other sources of evidence came from the project team’s assessment of the educational offering and from the project participants. Six identical sessions that included an educational offering and participant teach-back simulation were conducted. Participants evaluated the program, completed a pre and post conviction and confidence survey, and responded to a conviction to use teach-back question. The results showed no significant change in their pre and post conviction to use teach-back (M = 9.86, SD = .478; p = 0.056); however, there was a significant change in post teach-back education confidence to use teach-back (M = 8.71, SD = 1.007, p < 0.001). Nurse participants also committed to use teach-back for future patient education. The results indicated that even a short teach-back education session for nurses can improve nurses’ confidence in using teach-back when teaching their patients. This method could lead to positive social change if implemented and monitored throughout nursing units.

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