Teach-back and Its Impact on Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)

2.50
Hdl Handle:
http://hdl.handle.net/10755/621377
Category:
Full-text
Format:
Text-based Document
Type:
DNP Capstone Project
Level of Evidence:
Literature Review
Research Approach:
Translational Research/Evidence-based Practice
Title:
Teach-back and Its Impact on Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)
Author(s):
Cronbaugh, Terri
Additional Author Information:
Terri Cronbaugh, RN, DNP, CCRN terri-cronbaugh@uiowa.edu
Advisors:
Schmidt, John; O'Neil, Peggy; Suttle, Catherine
Degree:
DNP
Degree Year:
2017
Grantor:
Capella University
Abstract:
Successful patient outcomes rely heavily on patient engagement, patient/family education, and promotion of self-management. Teach-back methodology offers the healthcare team a proven technique to determine learner's health literacy and true understanding of post-acute care needs. Based on supportive literature the following PICOT (problem, intervention, comparison, outcome, time) question was developed: For medical/surgical patients, can teach-back methodology utilized during teaching improve patient satisfaction as measured by transitional care HCAHPS scores over a 12-week period? The Iowa Model of Evidence-Based Practice (Iowa Model) was utilized to implement an evidence-based practice (EBP) intervention training nurses to use teach-back methodology for all education. The Conviction and Confidence Scale ([CCS], IHI, 2016) was administered pre and post-implementation to determine current knowledge and use of teach-back. HCAHPS (hospital consumer assessment of healthcare providers and systems) transitional care scores were evaluated for patient perception of instruction. Data retrieved from teh CCS showed a 65% increase in use of teach-back during patient instruction. HCAHPS scores indicated improvement in all three transitional care domains being measured. The project was limited by reliance on staff to implement teach-back techniques; promotion of the project attempted to overcome this limitation. It was determined HCAHPS scores are not a reliable indicator of teach-back use or a good representation of consumer perception due to the small number of returned surveys. Future research should examine barriers to teach-back use for the healthcare team and results should be monitored via a data scale other than HCHAHS due to limited survey returns. Teach-back methodology is a simple, proven technique to improve self-managment and increase patient engagement that impacts HCAHPS.

Keywords:
teach-back; teach-back method; teach back method; HCAHPS
CINAHL Headings:
Teaching Methods; Patient Education; Patient Satisfaction; Outcomes (Health Care); Health Literacy; Health Literacy – Education; Transitional Care; Nursing Interventions; Quality Improvement; Quality Improvement; Hospitals--Statistics and Numerical Data; Medical-Surgical Nursing; Hospitals
Note:
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Repository Posting Date:
2017-04-18T17:13:31Z
Date of Publication:
2017-04-18

Full metadata record

DC FieldValue Language
dc.contributor.advisorSchmidt, Johnen
dc.contributor.advisorO'Neil, Peggyen
dc.contributor.advisorSuttle, Catherineen
dc.contributor.authorCronbaugh, Terrien
dc.date.accessioned2017-04-18T17:13:31Z-
dc.date.available2017-04-18T17:13:31Z-
dc.date.issued2017-04-18-
dc.identifier.urihttp://hdl.handle.net/10755/621377-
dc.description.abstractSuccessful patient outcomes rely heavily on patient engagement, patient/family education, and promotion of self-management. Teach-back methodology offers the healthcare team a proven technique to determine learner's health literacy and true understanding of post-acute care needs. Based on supportive literature the following PICOT (problem, intervention, comparison, outcome, time) question was developed: For medical/surgical patients, can teach-back methodology utilized during teaching improve patient satisfaction as measured by transitional care HCAHPS scores over a 12-week period? The Iowa Model of Evidence-Based Practice (Iowa Model) was utilized to implement an evidence-based practice (EBP) intervention training nurses to use teach-back methodology for all education. The Conviction and Confidence Scale ([CCS], IHI, 2016) was administered pre and post-implementation to determine current knowledge and use of teach-back. HCAHPS (hospital consumer assessment of healthcare providers and systems) transitional care scores were evaluated for patient perception of instruction. Data retrieved from teh CCS showed a 65% increase in use of teach-back during patient instruction. HCAHPS scores indicated improvement in all three transitional care domains being measured. The project was limited by reliance on staff to implement teach-back techniques; promotion of the project attempted to overcome this limitation. It was determined HCAHPS scores are not a reliable indicator of teach-back use or a good representation of consumer perception due to the small number of returned surveys. Future research should examine barriers to teach-back use for the healthcare team and results should be monitored via a data scale other than HCHAHS due to limited survey returns. Teach-back methodology is a simple, proven technique to improve self-managment and increase patient engagement that impacts HCAHPS.</p>en
dc.formatText-based Documenten
dc.subjectteach-backen
dc.subjectteach-back methoden
dc.subjectteach back methoden
dc.subjectHCAHPSen
dc.titleTeach-back and Its Impact on Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)-
dc.typeDNP Capstone Projecten
thesis.degree.grantorCapella Universityen
thesis.degree.levelDNPen
dc.description.noteThis work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
dc.primary-author.detailsTerri Cronbaugh, RN, DNP, CCRN terri-cronbaugh@uiowa.eduen
thesis.degree.year2017en
dc.type.categoryFull-texten
dc.evidence.levelLiterature Reviewen
dc.research.approachTranslational Research/Evidence-based Practiceen
dc.subject.cinahlTeaching Methodsen
dc.subject.cinahlPatient Educationen
dc.subject.cinahlPatient Satisfactionen
dc.subject.cinahlOutcomes (Health Care)en
dc.subject.cinahlHealth Literacyen
dc.subject.cinahlHealth Literacy – Educationen
dc.subject.cinahlTransitional Careen
dc.subject.cinahlNursing Interventionsen
dc.subject.cinahlQuality Improvementen
dc.subject.cinahlQuality Improvementen
dc.subject.cinahlHospitals--Statistics and Numerical Dataen
dc.subject.cinahlMedical-Surgical Nursingen
dc.subject.cinahlHospitalsen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.