Date of Conferral

1-29-2026

Date of Award

January 2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Lilo Fink

Abstract

Type 2 diabetes mellitus is a prevalent chronic condition in the United States, with ineffective patient education and low health literacy linked to poor glycemic control, preventable complications, and increased health care utilization. At the project site, a practice gap was identified related to a lack of knowledge among nurses regarding the use of teach-back strategy for use with Type 2 diabetes education. The practice-focused question was: Does educating nurses on the teach back strategy for Type 2 diabetes improve knowledge as evidenced by pre- to post-survey? This project was implemented using the ADDIE (analysis, design, development, implementation, and evaluation) instructional design framework, and was guided by the Johns Hopkins evidence-based practice model and Walden University’s DNP Project Process Guide. A comprehensive literature search was conducted using PubMed/MEDLINE, CINAHL, and ProQuest. From the initial 900 articles located, 11 peer-reviewed studies met inclusion criteria and informed project development. Three content experts were identified to inform on the educational intervention. Ten outpatient registered nurses participated in two 60-minute in-person education sessions delivered over 2 days. Outcomes were evaluated using pre- and post-intervention assessments and a six-item teach-back skills checklist. Results demonstrated an improvement in nurse knowledge, with mean scores increasing from 65% to 89% correct on the 15‑item questionnaire, which was statistically significant (t(9) = -13.02, p < .001, Cohen’s d = 4.12). This educational project promotes positive social change by enhancing patient outcomes and reducing the risk of diabetes-related complications by promoting equitable patient understanding, consistent education in practices, and safer self-management for individuals living with Type 2 diabetes mellitus.

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