Designing Patient Education Using Teach-Back Curriculum

ACKNOWLEDGEMENTS

I would like to thank Patients and Family Advisory Council, Volunteer Services, Department of Patient Education and Department of Patient and Family Centered Care at Vanderbilt University Medical Center, with whom I had the opportunity to work with on this project. I sincerely appreciate the mentorship of Terrell Smith, Director of Patient and Family Centered Care and Lane Stiles, Director of Patient Education. I want to thank my colleagues at VUMC who supported me by helping to facilitate classes and in Situ nurse observations.

Executive Summary

Vanderbilt University Medical Center serves to mass middle Tennessee population with health services that range from primary care to emergent trauma services. VUMC is seeking to improve health outcomes and to respond to a call for improving health at the community level. In this project, I will be employing certain method of teaching nurses for the betterment of VUMC outcomes. Teach back (TB) is a tool that is used for patient's safety and patient's advocacy through which organizations can ensure standard practices while educating patients. VUMC currently has a nurse residency program in which average 100 new graduate nurses are employed and sent through an additional year of training targeted for competent practice within that time (www.mc.vanderbilt.edu). Two cohorts in the last 2 years have received a teach back class in which patient advisory council members have been asked to serve as volunteers during the class for residents to practice patient's education.

This capstone project will be quantitative method for accomplishing this research. The hypothesis of the project will demonstrate the Empirical research method for gaining statistical data to analyze the impact of TB method on nurses and patients. The key focusing area is to educate nurse with proper training and educational material that is useful in teaching TB. The hypothesis reflects the result of winter and summer cohorts that interpret how nurses are encouraged with class stimulation or with other activities regarding the subject. This part of the research covers the statistical analysis for understanding the training methodology for teaching nurses and how well they accomplished in it.

The purpose of this study to teach nurses the technique of teach-back and to evaluate its result that how it affects on patient's care prospective and nurses own satisfaction towards it. This project would also cover certain limitation for piloting this program and its final implementation. Moreover, recommendations for using the teach-back method and for the university are also mentioned in this project.

ACKNOWLEDGEMENTS2

Executive Summary3

Implementation of Teach Back Method10

Demonstration of Teach Back Method in Clinical Settings11

Application of Teach Back Method11

Interactive Communication Loop in Patient Education12

A Self-Management Method12

Project Evaluation Method16

References20

Appendix22

Figure 122

Appendix A23

Moore's Program Evaluation23

Participation23

Satisfaction23

Declarative knowledge23

Procedural knowledge23

Competence24

Performance24

Patient health24

Community health25

Appendix B26

Commitment to Use Teach Back26

Appendix C28

Teach-Back Self-Evaluation and Tracking Log28

Appendix D30

Patient Education Using Teach Back30

Observation Checklist For Feedback30

Introduction

According to the White House Conference (2005) on Aging; Mini-Conference on Health Literacy and Health Disparities, healthcare providers hold a duty to provide information in simple, clear, and plain language for ensuring that patients have understood the ...