教学回馈训练对护理学生的影响：健康素养沟通培训后的知识和信念。

Teach-Back Training for Nursing Students: Knowledge and Beliefs After Training for Health Literate Communication.

机构信息

About the Authors Iris Feinberg, PhD, is research faculty in learning sciences and associate director, Adult Literacy Research Center, Georgia State University, Atlanta, Georgia. Terri Hendry, DNP, RN, is clinical faculty and lab coordinator, Georgia State University Byrdine F. Lewis College of Nursing and Health Professions. Elizabeth Tighe, PhD, is assistant professor in developmental psychology and assistant director; Michelle Ogrodnick, MPH, is research coordinator; and Catherine Czarnonycz is a graduate research assistant, Adult Literacy Research Center, Georgia State University. For more information, contact Dr. Feinberg at

出版信息

Nurs Educ Perspect. 2021;42(3):177-178. doi: 10.1097/01.NEP.0000000000000670.

DOI:10.1097/01.NEP.0000000000000670

PMID:32472864

Abstract

For nurses to communicate effectively, they must understand how patients obtain, understand, and use health information to make health decisions, that is, their health literacy (HL) level. A gap in teaching HL communication skills exists in nursing curricula. This study explored nursing students' knowledge and beliefs about HL communication before and after an HL training. Analysis revealed a significant increase in knowledge after training (Mpre = 9.00, Mpost = 9.89), t(36) = 3.75, p < .001. Participants (84.6 percent) used teach-back technique with simulated patients and identified additional training as an aid to skill building.

摘要

为了实现有效的沟通，护士必须了解患者如何获取、理解和使用健康信息来做出健康决策，即他们的健康素养（HL）水平。在护理课程中，存在 HL 沟通技能教学的差距。本研究探讨了 HL 培训前后护理学生对 HL 沟通的知识和信念。分析显示，培训后知识显著增加（Mpre=9.00，Mpost=9.89），t（36）=3.75，p<.001。参与者（84.6%）在模拟患者中使用了回授法，并认为额外的培训有助于技能的建立。