Staff Education for Registered Nurses Using the Teach-Back Method

Staff Education for Registered Nurses Using the Teach-Back Method by Mary E. Sizer MS, University of Phoenix, 2010 BS, Widener University, 2004 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University August 2018 Abstract This purpose of this quality improvement project was to develop an educational training curriculum designed for staff nurses to use the teach-back method with patients with low health literacy during discharge instructions. Health literacy is associated with the ability to read, comprehend, and make appropriate healthcare decisions; the teach-back method asks patients to restate or explain health information in their own words, aiding retentionThis purpose of this quality improvement project was to develop an educational training curriculum designed for staff nurses to use the teach-back method with patients with low health literacy during discharge instructions. Health literacy is associated with the ability to read, comprehend, and make appropriate healthcare decisions; the teach-back method asks patients to restate or explain health information in their own words, aiding retention and literacy. Effective staff education plays a critical role in the education of patients during discharge teaching: Nurses must help to ensure that patients and their families understand healthcare information and apply this information in their daily lives. The program was planned in an ambulatory care setting and used conceptual frameworks including the Iowa model and the Plan-Do-Study-Act cycle for quality improvement. The program was informed by evidence in the peer-reviewed literature. The curriculum was contextualized by needs of the care setting. The evidence was organized and analyzed using a review matrix to identify common findings among major studies that were applicable to the context. As an aid to operationalization of the program, an implementation plan and an evaluation plan were developed for use by the institution to move the program forward without additional planning. This project may effect positive social change by addressing a health care need that exists throughout the population and is prevalent in those of lower socioeconomic status. Increasing health literacy among patients is likely to promote improved health outcomes among those who are most vulnerable to illness. Staff Education for Registered Nurses Using the Teach-Back Method by Mary E. Sizer MS, University of Phoenix, 2010 BS, Widener University, 2004 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University August 2018 Dedication This project is dedicated to my parents for giving me an incredible childhood, instilling great values and morals while providing a heartfelt foundation on which to build my future. Their loving kindness and support has made me the person that I am today. I honor them for all that I am and all that I will become in the future. I’ve like to thank my parents; Philip Bartholomew and Bernice Elizabeth Murray for an amazing life. I will be eternally grateful. Acknowledgments First and foremost, I want to thank GOD for giving me the strength to pursue my degree despite all of the trials and tribulations that I faced along the way. My supportive, loving and wonderful children; Nicholas and Tiffany – Thank you and I love you more than words could ever be expressed. To my dedicated family members, who were there with me throughout this long and tedious journey, your endearing love always covered me and kept me on the path to bring my dream of earning a doctorate degree into fruition. I will be forever grateful. Special thanks to Dr. Eric Anderson for his understanding and guidance as my Chair for my DNP. Thanks to my family members who took this journey with me, to my wonderful preceptors for their guidance and to all of the people who answered my multitude of questions and offered assistance during my journey.