JNPD
Journal for Nurses in Professional Development & Volume 30, Number 5, 248Y253 & Copyright B 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Teaching Nurses How to Teach Strategies to Enhance the Quality of Patient Education Lisa Fidyk, MSN, MS, RN ƒ Kate Ventura, MSN, RN, ACNS-BC Katie Green, MSN, RN, ACNS-BC, ACNP-BC
This article describes the development of a training course for nurses that focused on teach-back as a key strategy for patient education. It describes evaluative methods used to collect feedback and determine effectiveness of education based on nurses’ perception and self-assessment of their patient educational skills and improvements made for future courses. Professional Development Specialists can use the concepts in this article to create similar programs to improve the quality of patient education.
O
ne strategy used to assess and promote patient understanding of education is the teach-back method, referred to as ‘‘tell-back,’’ ‘‘closing the loop,’’ or ‘‘show me.’’ Teach-back is a technique asking patients to recall or explain health information in their own words to enhance communication and confirm understanding of what was discussed (Kemp, Floyd, McCord-Ducan, & Lang, 2008; Schillinger et al., 2003; Wilson, Baker, Nordstrom, & Legwand, 2008). Teach-back is supported by several experts in health literacy and quality improvement. For example, the National Quality Forum (NQF; In Focus, 2006) identified teach-back as one of the essential ‘‘safe practices to improve healthcare.’’ Although communicating with patients does take time, facilities that adopted NQF’s safe practices found that, once familiar with using the technique, teach-back typically took less than 1 minute to complete (Farrell, Kuruvilla, Eskra, Christopher, & Brienza, 2009). After conducting an organization-wide needs assessment, leadership at a large urban tertiary academic medical center
Lisa Fidyk, MSN, MS, RN, is Professional Development Specialist at The Hospital of the University of Pennsylvania, and Associate Program Director, Nursing and Healthcare Administration Graduate Programs at School of Nursing, The University of Pennsylvania, Philadelphia. Kate Ventura, MSN, RN, ACNS-BC, is Clinical Nurse Specialist at The Hospital of the University of Pennsylvania, Philadelphia. Katie Green, MSN, RN, ACNS-BC, ACNP-BC, is GI Oncology Office Practice Nurse at The Hospital of the University of Pennsylvania, Philadelphia. The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article. ADDRESS FOR CORRESPONDENCE: Lisa Fidyk, MSN, MS, RN, School of Nursing, The University of Pennsylvania, Claire Fagin Hall, Room 348, 418 Curie Blvd., Philadelphia, PA 19104 (e
Journal for Nurses in Professional Development & Volume 30, Number 5, 248Y253 & Copyright B 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Teaching Nurses How to Teach Strategies to Enhance the Quality of Patient Education Lisa Fidyk, MSN, MS, RN ƒ Kate Ventura, MSN, RN, ACNS-BC Katie Green, MSN, RN, ACNS-BC, ACNP-BC
This article describes the development of a training course for nurses that focused on teach-back as a key strategy for patient education. It describes evaluative methods used to collect feedback and determine effectiveness of education based on nurses’ perception and self-assessment of their patient educational skills and improvements made for future courses. Professional Development Specialists can use the concepts in this article to create similar programs to improve the quality of patient education.
O
ne strategy used to assess and promote patient understanding of education is the teach-back method, referred to as ‘‘tell-back,’’ ‘‘closing the loop,’’ or ‘‘show me.’’ Teach-back is a technique asking patients to recall or explain health information in their own words to enhance communication and confirm understanding of what was discussed (Kemp, Floyd, McCord-Ducan, & Lang, 2008; Schillinger et al., 2003; Wilson, Baker, Nordstrom, & Legwand, 2008). Teach-back is supported by several experts in health literacy and quality improvement. For example, the National Quality Forum (NQF; In Focus, 2006) identified teach-back as one of the essential ‘‘safe practices to improve healthcare.’’ Although communicating with patients does take time, facilities that adopted NQF’s safe practices found that, once familiar with using the technique, teach-back typically took less than 1 minute to complete (Farrell, Kuruvilla, Eskra, Christopher, & Brienza, 2009). After conducting an organization-wide needs assessment, leadership at a large urban tertiary academic medical center
Lisa Fidyk, MSN, MS, RN, is Professional Development Specialist at The Hospital of the University of Pennsylvania, and Associate Program Director, Nursing and Healthcare Administration Graduate Programs at School of Nursing, The University of Pennsylvania, Philadelphia. Kate Ventura, MSN, RN, ACNS-BC, is Clinical Nurse Specialist at The Hospital of the University of Pennsylvania, Philadelphia. Katie Green, MSN, RN, ACNS-BC, ACNP-BC, is GI Oncology Office Practice Nurse at The Hospital of the University of Pennsylvania, Philadelphia. The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article. ADDRESS FOR CORRESPONDENCE: Lisa Fidyk, MSN, MS, RN, School of Nursing, The University of Pennsylvania, Claire Fagin Hall, Room 348, 418 Curie Blvd., Philadelphia, PA 19104 (e
