Assessment of an educational intervention on nurses' knowledge and retention of heart failure self-care principles and the Teach Back method

    Authors

    T. Mahramus; D. A. Penoyer; S. Frewin; L. Chamberlain; D. Wilson;M. L. Sole

    Comments

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    Abbreviated Journal Title

    Heart Lung

    Keywords

    Heart failure; Self-care; Patient education; Teach Back; Nurse; OLDER PATIENTS; MANAGEMENT; RISK; METAANALYSIS; READMISSION; ADMISSION; PROGRAMS; SUPPORT; Cardiac & Cardiovascular Systems; Nursing; Respiratory System

    Abstract

    Background: Nurses must have optimum knowledge of heart failure self-care principles to adequately prepare patients for self-care at home. However, study findings demonstrate that nurses have knowledge deficits in self-care concepts for heart failure. Methods: A quasi-experimental, repeated measures design was used to assess nurses' knowledge of heart failure self-care before, immediately after, and 3-months following an educational intervention, which also included the Teach Back method. Follow-up reinforcement was provided after the educational intervention. Results: One hundred fifty nurses participated in the study. Significant differences were found between pre-test (65.1%) and post-test (80.6%) scores (p<0.001). Teach Back proficiency was achieved by 98.3%. Only 61 participants completed the 3-month assessment of knowledge. In this group, mean knowledge scores increased significantly across all three measurements (p<0.001): 66.5% (pre-test); 82.1% (post-test); 89.5% (follow up post-test). Conclusions: Participation in a comprehensive educational program resulted in increased nurses' knowledge of heart failure self-care principles and the knowledge was sustained and increased over time. (C) 2014 Elsevier Inc. All rights reserved.

    Journal Title

    Heart & Lung

    Volume

    43

    Issue/Number

    3

    Publication Date

    1-1-2014

    Document Type

    Article

    Language

    English

    First Page

    204

    Last Page

    212

    WOS Identifier

    WOS:000336192400007

    ISSN

    0147-9563

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