Teach-Back Method in Presenting Health Promotion Topics Program: Nursing Collaboration with the Micronesian Islander Community Organization and Micronesian Islander Parent Leaders

Abstract

Background A Micronesian Islander-based nonprofit community organization and academic nursing partnership in the United States Pacific Northwest identified the need to use the Teach-Back method with the Micronesian Islander Parent Leaders (MIPLs) to address prevention of non-communicable diseases for health promotion outreach. MIPLs are well-respected community leaders and elders from diverse Island communities. The Teach-Back method verifies a person’s understanding of the health messages, reteaching or modifying messages if knowledge is not met, and is a strategy for health literacy. A health message communicator or presenter uses caring, plain, and respectful language and asks participants to repeat the health messages that they receive in their own words. The RE-AIM framework guided this community participatory scholarly project. The community participatory scholarly project aimed to implement and evaluate the Teach-Back method in presenting health promotion topics with MIPLs as a program. Project questions were: 1) How effective is the Teach-Back method in presenting health promotion topics as a program using a distance learning format? and 2) Is the Teach-Back method as a program acceptable for communicating health messages for MIPLs? Approach The project was implemented in 4 virtual sessions using the Teach-Back method in presenting health promotion topics. We used the Teach-Back Confidence and Commitment Scale, distance learning and open-ended items, and field notes and observations journal for evaluation. Participants used the Teach-Back Observation Tool to practice observing the presenter leveraging essential elements of the Teach-Back method. Findings MIPLs reported increased adoption and acceptance of the Teach-Back method to communicate health messages to their community and family members. Conclusion Health promotion topics identified by the group were presented using caring, respectful, plain language, and in a non-threatening manner as a vehicle to illustrate and evaluate using the established Teach-Back method tools