Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Medical-Surgical Nursing, Nasibeh School of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran.
BMC Cardiovasc Disord. 2024 Oct 26;24(1):591. doi: 10.1186/s12872-024-04264-5.
The role of nurses in educating patients with heart failure is crucial. To ensure effective nursing education, it is vital to integrate new strategies, especially for chronic diseases. The teach-back method (TBM) provides a fresh approach to engaging with patients, effectively overcoming communication barriers, and enhancing long-term educational outcomes.
The objective of this study was to analyze how the implementation of the teach-back method influences the self-care and quality of life of patients living with heart failure.
The systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) checklist. To ensure thoroughness, an extensive search was carried out across multiple online databases, including PubMed, Web of Science, EMBASE, Scopus, Cochrane Library, CINAHL, and ProQuest. The search spanned from 2000 to August 2023 and employed Medical Subject Headings (MESH) as the basis for keyword selection. No limitations were placed on the language of the studies included in this review. We ensured the inclusion of all relevant articles by searching the gray literature and checking reference lists. Studies which conducted on adults aged ≥ 18 years and diagnosed with heart failure who were not critically ill, receiving dialysis, and waiting for cardiac device implantation was included. We considered all interventional studies. Two reviewers had independently conducted the risk of bias assessment using Cochrane tools. Finally, a narrative synthesis was implemented.
The preliminary search conducted in the databases mentioned above yielded a total of 1702 results. After meticulously going through the steps of study selection, a total of 9 studies involving 768 participants were ultimately chosen to be part of this study. Self-care was the subject of investigation in six studies, whereas quality of life was examined in three studies. The majority of studies indicate that the intervention under consideration had a significant impact on self-care. In relation to quality of life, one study failed to achieve statistically significant outcomes, potentially owing to its small sample size.
Our systematic review demonstrated that the teach-back method, as an innovative educational technique, holds potential for heart failure patients` education and counseling.
The teach-back approach confirms patient understanding. Patient understanding is confirmed through rephrasing the information in their own words.
The study protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO) at the National Institute for Health Research (No: CRD42023446142).
护士在教育心力衰竭患者方面发挥着至关重要的作用。为了确保有效的护理教育，整合新策略至关重要，尤其是针对慢性病。回授法（TBM）为与患者互动提供了一种新方法，可以有效地克服沟通障碍，并提高长期教育效果。
本研究旨在分析实施回授法对心力衰竭患者自我护理和生活质量的影响。
系统评价遵循系统评价和荟萃分析的首选报告项目（PRISMA）清单。为了确保全面性，我们在多个在线数据库中进行了广泛的搜索，包括 PubMed、Web of Science、EMBASE、Scopus、Cochrane Library、CINAHL 和 ProQuest。搜索范围从 2000 年到 2023 年 8 月，并使用医学主题词（MESH）作为关键词选择的基础。本综述中不限制研究语言。我们通过搜索灰色文献和检查参考文献列表来确保纳入所有相关文章。纳入的研究对象为年龄≥18 岁且被诊断为心力衰竭但病情不危急、接受透析和等待心脏设备植入的成年人。我们考虑了所有干预性研究。两位评审员独立使用 Cochrane 工具进行了偏倚风险评估。最后，进行了叙述性综合。
在上述数据库中进行的初步搜索共产生了 1702 项结果。经过仔细筛选研究选择的步骤，最终共有 9 项研究，涉及 768 名参与者被纳入本研究。有 6 项研究调查了自我护理，3 项研究调查了生活质量。大多数研究表明，所考虑的干预措施对自我护理有显著影响。关于生活质量，一项研究未达到统计学显著水平，这可能是由于其样本量小。
我们的系统评价表明，回授法作为一种创新的教育技术，有可能用于心力衰竭患者的教育和咨询。
回授法通过用患者自己的话重新表述信息来确认患者的理解。
该研究方案已在国家卫生研究院（No：CRD42023446142）的国际前瞻性系统评价注册库（PROSPERO）中注册。
