Evaluating the Effectiveness of Using the Teach-Back Method to Improve the Health Literacy of Individuals in the Community

Abstract

ABSTRACT Purpose The purpose was to evaluate the effectivenessof the teach-back method in improving communication between registerednurses and people receiving healthcare services in a community-based settingto address the issue of low health literacy. Design A quasi-experimental study, pre- andpost-test design with an intervention group and a comparison group was conductedto study the teach-back method and the quality of communication between registerednurses and people receiving healthcare services in a community-based setting. Methods For the intervention group, the registerednurses integrated the teach-back method into the delivery of healthcareservices to enhance communication with people whoreceived services at various community-based sites. The comparison groupreceived healthcare services at various community-based sites, without the teach-backmethod. A retrospective pre- and post-test questionnaire was administered tothe participants in the study to measure communication with registered nurses. Findings The post-test mean score (M = 5.58, SD = .743) of theintervention group was significantly higher than their mean pre-test score (M= 5.17, SD = 1.195), t(434) = -7.727, p < .001, Cohen’sd = .371. The difference between the pre- and post-test mean scores of the comparisongroup was not statistically significant. Conclusions The findings confirmed theeffectiveness of the teach-back method for improving patient communication amongpeople receiving healthcare services in a community-based setting. Clinical Evidence Community health nursescan utilize the teach-back method while delivering healthcare services toimprove patient communication and address health literacy among people in the community.