Liu Yong-Bing, Li Yan-Fei, Liu Liu, Chen Yan-Li
Department of Nursing, College of Medicine, Yangzhou University, Yangzhou, China.
Clinical Nursing Department, Nursing College, Xinjiang Medical University, Ürümqi, China.
Jpn J Nurs Sci. 2018 Jul;15(3):195-202. doi: 10.1111/jjns.12192. Epub 2017 Nov 20.
To explore the effectiveness of the teach-back method for improving the health literacy of older adults in nursing homes in Ürümqi, the capital of Xinjiang, China.
Among the 27 registered nursing homes, 10 were selected randomly by size and divided into the intervention and control groups. A total of 127 older adults in the intervention group and 136 in the control group met the inclusion criteria. The intervention and control groups were educated by using the teach-back and traditional methods, respectively, in this 6 month study. The Chinese Citizen Health Literacy Questionnaire was used to evaluate the effects of the interventions.
Pre-intervention, the health literacy level of the cohorts was relatively low. Postintervention, the total health literacy score of the intervention group increased, while the total health literacy score of the control group had increased to a lesser extent. The total and four-dimension scores of the two groups were statistically significant. The intergroup difference in the two groups, and the intervention group's total health literacy score and each dimension score were higher than in the control group; these differences were statistically significant .
The teach-back method can improve the health literacy level of older adults through short-term educational intervention. The teach-back method should be adopted by more healthcare providers and applied to improve the health literacy education of older adults.
探讨反馈教学法对提高中国新疆首府乌鲁木齐市养老院老年人健康素养的效果。
在27家注册养老院中,按规模随机选取10家,分为干预组和对照组。干预组127名老年人和对照组136名老年人符合纳入标准。在这项为期6个月的研究中,干预组和对照组分别采用反馈教学法和传统方法进行教育。采用中国公民健康素养问卷评估干预效果。
干预前,两组人群的健康素养水平较低。干预后,干预组的健康素养总分提高,而对照组的健康素养总分虽有提高,但幅度较小。两组的总分及四个维度得分差异有统计学意义。两组组间差异以及干预组的健康素养总分和各维度得分均高于对照组;这些差异有统计学意义。
反馈教学法可通过短期教育干预提高老年人的健康素养水平。更多医疗服务提供者应采用反馈教学法,以应用于提高老年人的健康素养教育。