RT Journal Article
SR Electronic
T1 Teach-Back Training for First-Year Respiratory Therapy Students: A Mixed Method Pilot Study
JF Respiratory Care
FD American Association for Respiratory Care
SP 3230726
VO 64
IS Suppl 10
A1 Zimmerman, Ralph David
A1 Ogrodnick, Michelle Mavreles
A1 Feinberg, Iris Mavreles
A1 Czarnonycz, Catherine Mavreles
A1 Tighe, Elizabeth
YR 2019
UL http://rc.rcjournal.com/content/64/Suppl_10/3230726.abstract
AB Background: A patient’s ability to follow recommendations and manage their medical condition is related to the respiratory therapists’ (RTs) communication skills. Teach-Back is a health-literate communication technique that allows RTs to confirm patient understanding, and enhances patient-centered care by improving RT communication skills. Methods: After obtaining IRB approval, first-year undergraduate RT students’ completed a Health Literacy Knowledge and Belief Survey Pre (n = 20) and Post (n = 18) intervention. Students attended a one-hour Health Literacy and Teach-Back skills training intervention. Simulated patients assessed RT students for teach-back use during a regularly scheduled simulation center experience. RT students’ perceptions were documented in a semi-structured interview immediately after the simulation center experience. Results: Facilitators to Use of Teach-Back 1. Confirm patient understanding “… [I] wanted to make sure they understood the reason behind it [the medication] since I’m not going to be supervising them all the time when they are doing it.” 2. Confirm proper use of medical devices “[I] wanted to make sure the patient knew how to properly use the device before I gave it to him. To make sure there weren’t any mishaps pretty much.” Barriers to Use of Teach-Back 1. Discharge scenario used in the simulation I had a mental health patient scenario and I didn’t get that far. It was hard to bring up and incorporate many things because of the scenario.” 2. Forgot/Nervous The patient was paraplegic so I was thinking about other things I was overwhelmed by the setting and forgot about it.” 3. Engagement level of the patient “She [the patient] didn’t really ask anything. While I was observing her it seemed like she was doing it right.” 4. Individual communication style “I’m not the type of person [to use Teach-Back]. I want to use it, but because I don’t have much communication with other people- so I didn’t use it.” Conclusions: Results indicate that RT students benefited from a one-hour Health Literacy and Teach-Back skills training. There was a moderate effect size for both Knowledge (d = 0.539) and Beliefs (r = 0.489) which indicates they are both clinically and statistically significant. Findings show that adding health literacy skills training into the RT curriculum improved RT students understanding and use of patient-centered communication skills when working with simulated patients.