Teach-Back Training for Nursing Students: Knowledge and Beliefs After Training for Health Literate Communication

Iris Feinberg; Terri Hendry; Elizabeth Tighe; Michelle Ogrodnick; Catherine Czarnonycz

doi:10.1097/01.NEP.0000000000000670

Teach-Back Training for Nursing Students: Knowledge and Beliefs After Training for Health Literate Communication

Nurs Educ Perspect. 2021 May-Jun;42(3):177-178. doi: 10.1097/01.NEP.0000000000000670.

Authors

Iris Feinberg¹, Terri Hendry, Elizabeth Tighe, Michelle Ogrodnick, Catherine Czarnonycz

Affiliation

¹ About the Authors Iris Feinberg, PhD, is research faculty in learning sciences and associate director, Adult Literacy Research Center, Georgia State University, Atlanta, Georgia. Terri Hendry, DNP, RN, is clinical faculty and lab coordinator, Georgia State University Byrdine F. Lewis College of Nursing and Health Professions. Elizabeth Tighe, PhD, is assistant professor in developmental psychology and assistant director; Michelle Ogrodnick, MPH, is research coordinator; and Catherine Czarnonycz is a graduate research assistant, Adult Literacy Research Center, Georgia State University. For more information, contact Dr. Feinberg at Ifeinberg2@gsu.edu.

PMID: 32472864
DOI: 10.1097/01.NEP.0000000000000670

Abstract

For nurses to communicate effectively, they must understand how patients obtain, understand, and use health information to make health decisions, that is, their health literacy (HL) level. A gap in teaching HL communication skills exists in nursing curricula. This study explored nursing students' knowledge and beliefs about HL communication before and after an HL training. Analysis revealed a significant increase in knowledge after training (Mpre = 9.00, Mpost = 9.89), t(36) = 3.75, p < .001. Participants (84.6 percent) used teach-back technique with simulated patients and identified additional training as an aid to skill building.

MeSH terms

Communication
Comprehension
Curriculum
Health Literacy*
Humans
Students, Nursing*