The Teach-Back Effect on Self-Efficacy in Patients with Type 2 Diabetes

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Abstract
The Review of Diabetics Studies,2020,16,1,46-50.
Published:May 2021
Type:Original Article
Authors:
Author(s) affiliations:

Marhamat Farahaninia1, Tahere Sarboozi Hoseinabadi2,3, Rasool Raznahan2,3, and Shima Haghani4

1Department of Community Health Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences and Health Services, Tehran, Iran.

2Department of Nursing, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.

3Health Sciences Research Center, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.

4Biostatistics Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran.

Abstract:

BACKGROUND: Diabetes is a chronic, metabolic disease, which is commonly associated with increased blood glucose levels caused by impaired secretion or function of insulin. Therefore, daily blood glucose control, adherence to a dietary and pharmaceutical regimen, regular physical activity, and foot care are fundamental components of disease management. In order to optimize effective self-management, patients need to be trained. Teach-back is a method which aims to improve patients’ understanding and perception of treatment regimens based on the interaction between patient and caregiver. AIM: This study was conducted to investigate the impact of the teach-back method on the effectiveness of self-management in patients with type 2 diabetes (T2D). METHODS: A total of 74 patients with T2D were included in the study by convenience sampling at the Endocrine and Metabolism Clinic. The subjects were assigned to control or intervention group. Data collection was performed by using a demographic data form and a self-efficacy questionnaire that were provided to the patients before and 1 month after training. The patients in the intervention group received a 5-session training program using the teach-back method. The control group received only routine programs. One month after completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups, and the data obtained were analyzed. RESULTS: In contrast to the control group, mean and standard deviation of self-efficacy were significantly higher in the intervention group one month after training by the teach-back method than before training. The two groups did not significantly differ regarding mean score of self-efficacy before training, but there was a significant difference one month after training: the mean score of self-efficacy in the intervention group was significantly higher than in the control group (p < 0.001). CONCLUSIONS: Teach-back is a training procedure aimed at improving patients’ understanding of treatment regimens. This study showed that teach-back significantly improved patients’ self-efficacy even over as short a period as one month. It may be interesting to study the long-term effects of this simple but effective training method.