Yale New Haven Hospital, New Haven, Connecticut, USA.
Worldviews Evid Based Nurs. 2022 Dec;19(6):458-466. doi: 10.1111/wvn.12612. Epub 2022 Nov 10.
Evidence indicates that patients desire medication information, but clinicians often fail to teach this information in an understandable way. Teach-Back promotes effective clinician-patient communication and enhances medication adherence, satisfaction with education, and hospital experiences.
This study examined effects of a nurse-led Teach-Back intervention, Teaching Important Medication Effects (TIME), compared with usual care on patients' knowledge, experiences, and satisfaction with medication education before and after discharge. The aims were to examine patients' priority learning needs, group differences in new medication knowledge before and after discharge, and post-discharge experience and satisfaction with medication instruction.
A longitudinal pretest/post-test, 2-group design was used with 107 randomly selected medical-surgical patients from an academic hospital. After receiving medication instructions, patients were interviewed before and within 72 h after discharge. Bivariate analyses were used to assess group differences in demographic and outcome variables.
Usual care (n = 52) and TIME (n = 55) groups' characteristics were equivalent. Knowing new medication names and side effects were top learning priorities. Medication side effect knowledge was better in TIME versus usual care groups at discharge (94.3% vs. 72.5%, p = .003) and follow-up (93.9% vs.75.8%, p = .04). TIME positively influenced patients' medication education experiences; specifically, nurses always explained why a new medication was needed and its side effects. TIME was associated with patients being very satisfied with nurses' education versus usual care (97% vs. 46.9%, p < .001).
TIME was significantly and positively associated with knowledge of new medication side effects over time and experiences and satisfaction with nurses' medication education. Teach-Back was effective in educating patients about new medications. It is an essential approach for patient education, requiring clinicians to confirm patients' retention and understanding of new information with each encounter.
有证据表明，患者希望获得药物信息，但临床医生往往未能以可理解的方式教授这些信息。“回授教学法”（Teach-Back）可促进医患间的有效沟通，并增强药物依从性、对教育的满意度和住院体验。
本研究考察了护士主导的“回授教学法”（Teach-Back）干预措施——“教授重要药物作用”（Teaching Important Medication Effects，TIME）对患者出院前后药物教育知识、体验和满意度的影响。目的是评估患者的首要学习需求、出院前后新药物知识方面的组间差异，以及出院后的药物指导体验和满意度。
采用前瞻性、两群组设计，选取某学术医院的 107 名随机选择的内科-外科患者。患者在接受药物指导后，在出院前和出院后 72 小时内接受访谈。采用双变量分析评估两组在人口统计学和结果变量方面的差异。
常规护理组（n=52）和 TIME 组（n=55）的特征相当。知晓新药物名称和副作用是首要学习重点。出院时（94.3% vs. 72.5%，p=0.003）和随访时（93.9% vs. 75.8%，p=0.04），TIME 组的药物副作用知识优于常规护理组。TIME 对患者的药物教育体验产生了积极影响；具体而言，护士总是解释需要新药物的原因及其副作用。与常规护理相比，TIME 组患者对护士教育的满意度非常高（97% vs. 46.9%，p<0.001）。
随着时间的推移，TIME 与新药物副作用知识呈显著正相关，且与患者对护士药物教育的体验和满意度呈正相关。“回授教学法”在教育患者了解新药物方面非常有效。它是患者教育的重要方法，要求临床医生在每次接触时都要确认患者对新信息的保留和理解。
