CP5 - Teach-Back Method in Helping Patients Understand Their Diagnosis of Hypertension and/or Diabetes
Poster Type: Research
Track/Topic: A. T. Still University; Patient and Community Engagement; Quality of Care and Quality Improvement
Research Objectives: Our project aims at increasing health literacy in adult patients of Near North Health Services Corporation of Illinois with hypertension and/or diabetes using the Teach-Back Method. We also look at patient belief in knowledge about disease pre and post intervention, and evaluate how patients feel about the intervention.
Research Study Design/Methods: Investigators meet with patients before discharge following an outpatient appointment. A pre-educational survey is administered to assess patient knowledge of Hypertension or Diabetes. Education is provided on their applicable diagnosis through information sheets as part of the Teach-Back intervention. Patients are given an opportunity to discuss information learned from the intervention, following which, patients complete a post-educational survey that assesses their knowledge of disease following the intervention. The survey also assesses how patients feel about the intervention in helping them understand their diagnosis. Results from pre and post surveys are compared descriptively.
Research Principal Findings and Quantitative/Qualitative Results:
There were 30 patients who participated in the intervention and completed both pre and post surveys. Prior to intervention, 53% felt that their understanding of the diagnosis was somewhat clear. However, post-intervention, 63% patients felt that their understanding of the disease was very clear. All respondents reported learning something from education provided. Additionally, most patients (83%) reported that the intervention helped them grasp their medical condition much better than previously felt. Most patients felt that providers need to use the Teach-back method to explain diagnosis.
Research Conclusions on Impact on Health Centers: The intervention empowers patients by increasing their knowledge about their condition and how to manage their disease. We hope that this intervention increases patient participation in their care, therefore leading to improved patient outcomes. As suggested by patients, our intervention can be incorporated in physician-patient interaction at discharge with new diagnosis for metabolic conditions at all health centers. Additionally, this intervention can be adapted to the management of various different chronic conditions which benefits from increased patient knowledge about diseases and engagement in care.
Aveena Pelia, OMS-III, A.T. Still School of Osteopathic Medicine in Arizona
Trivianne Franklin, OMS-III, A.T. Still University School of Osteopathic Medicine in Arizona