Abstract
Purpose: The purpose of this Quality Improvement (QI) project was to implement and evaluate a formalized, educational approach to the teach-back method and the effect on novice nurse confidence.|Background: The teach-back method is an evidence-based tool for patient education that addresses patient health literacy and improves patient understanding (Institute for Healthcare Advancement [IHA], 2021). Despite strong support, the teach-back method remains an underutilized approach to patient education with healthcare providers citing lack of skill and confidence in delivery of education through teach-back as a barrier (Shersher, et al., 2021).|Sample/Setting: Setting for the project was an inpatient cardiac care unit located within a free-standing, Midwestern, pediatric specialty hospital. Convenience sampling was used to identify nurses with 2 years or less of post-baccalaureate clinical experience (N=18).|Methods: The “Always Use Teach-Back Toolkit” from the IHA served as a framework for implementation of the educational intervention. Participants completed an online educational module on Teach-Back and responses were collected using a pretest-posttest design. The “Conviction and Confidence Scale” measured nurse conviction and confidence in the Teach-Back method. Additional data was collected through use of the “Teach-Back Observation Tool” to identify key teach-back methods during a nurse-led, scenario-based teaching exercise.|Results: Complete data including all surveys and observations was obtained from a total of 7 nurses (~44%). Implementation of teach-back method through online education module and scenario-based teaching exercise improved novice nurses’ confidence at 1-month (paired t-test, p<.050). Use of effective teach-back strategies, both self-reported and observed, show improvement in using plain language and using non-threating, open-ended questions.|Conclusion: Teach-back education for nurses is a cost-effective, evidence-based intervention. Novice nurse confidence in delivery of teach-back method and use of teach-back elements in patient education was improved through use of an interactive, educational module and nurse-led scenario-based teaching exercise.