Background: Limited qualitative research has identified clinician skills and behaviors that enhance precision communication, a challenging task when patients exhibit limited health literacy(HL). The teach-back method, a technique aimed at confirming patients' comprehension of health information has been suggested as a valuable strategy to address HL. Our quality improvement study examined the patients’ understanding of newly prescribed cardiac medications during hospitalization. We aimed to pinpoint barriers in communication between healthcare providers and patients as well as use the teach-back method to improve literacy about newly prescribed medications before their discharge. Methods: 50 participants, including 28 males and 22 females with a mean age of 71.72, (SDN+/-2:11.59) admitted to the telemetry floor between 11/2023 and 01/2024. Yes/No questionnaire interview was conducted to gauge their understanding of the newly prescribed cardiac medication and its adverse effects. The interviewer encouraged participants to articulate their understanding in their own words. A follow-up telephone interview was conducted 2-4 weeks post-discharge to assess the retention of information regarding the newly initiated medication(s). Results: Among 50 patients, 54% demonstrated awareness of the reason behind the prescription of the medication, while only 26% knew about its serious adverse effects before employing the teach-back method. Following the application of the method during the interview, 92% exhibited an enhanced understanding of the information related to their medications. Follow-up telephone interviews conducted 2-3 weeks post-discharge, 74% retained information about the indication and adverse effects of the prescribed medications. Conclusion: Integration of the teach-back method during discharge planning is a highly effective strategy in improving patient education and communication for newly prescribed cardiac medications.
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