Lindblom Sebastian, Ytterberg Charlotte, Flink Maria, Carlsson Axel C, Stenberg Una, Tistad Malin, von Koch Lena, Laska Ann Charlotte
Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, 14183 Stockholm, Sweden.
Theme of Women's Health and Allied Health Professionals, Karolinska University Hospital, 14186 Stockholm, Sweden.
Healthcare (Basel). 2023 Jan 30;11(3):391. doi: 10.3390/healthcare11030391.
The study aimed to investigate whether a structured discharge letter and the use of the person-centred communication method Teach Back for sharing information at hospital discharge could support perceived understanding and knowledge of and adherence to prescribed medication for secondary prevention after stroke. Data from a feasibility study of a codesigned care transition support for people with stroke was used. Patients who at discharge received both a structured discharge letter and participated in the person-centred communication method Teach Back ( = 17) were compared with patients receiving standard discharge procedures ( = 21). Questionnaires were used to compare the groups regarding perceived understanding of information about medical treatment, knowledge of information about medical treatment and medication adherence at 1 week and 3 months. There was a statistically significant difference in perceived understanding of information about medical treatment ( > 0.01) between the groups in favour of those who participated in Teach Back at the discharge encounter. No differences between groups were found regarding understanding health information about medical treatment and medication adherence. The results indicate that the use of Teach Back at the discharge encounter positively impacts perceived understanding of information about medical treatment in people with stroke. However, considering the nonrandomised study design and the small sample size, a large-scale trial is needed.
该研究旨在调查一份结构化出院小结以及在出院时使用以患者为中心的沟通方法“反馈教学法”来分享信息，是否有助于提高中风后二级预防中患者对规定药物治疗的理解、知识掌握程度及依从性。研究采用了一项针对中风患者的联合设计护理过渡支持可行性研究的数据。将出院时既收到结构化出院小结又参与了以患者为中心的沟通方法“反馈教学法”的患者（ = 17）与接受标准出院程序的患者（ = 21）进行比较。通过问卷调查来比较两组患者在1周和3个月时对医疗治疗信息的理解、医疗治疗信息知识掌握情况以及药物依从性。两组之间在对医疗治疗信息的理解方面存在统计学显著差异（ > 0.01），有利于在出院时参与反馈教学法的患者。在对医疗治疗健康信息的理解和药物依从性方面，两组之间未发现差异。结果表明，在出院时使用反馈教学法对中风患者对医疗治疗信息的理解有积极影响。然而，考虑到非随机研究设计和小样本量，需要进行大规模试验。
