Hemamali M. H. Jagodage MPhil, Amanda McGuire PhD, Charrlotte Seib PhD, Ann Bonner PhD
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Teach-back is a robust approach in patient education, which is suitable for varying health literacy although its effectiveness in chronic kidney disease patient education is unknown.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>To evaluate the impact of teach-back method in health education for improving self-management and adherence to treatment regimens in chronic kidney disease.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>Systematic review.</p>\n </section>\n \n <section>\n \n <h3> Participants</h3>\n \n <p>Adults with any chronic kidney disease grade or treatment modality.</p>\n </section>\n \n <section>\n \n <h3> Measurements</h3>\n \n <p>A comprehensive search was undertaken in MEDLINE, CINHAL, EMBASE, Cochrane library, PsychINFO, Web of Science, ERIC, JBI library and WHO International Clinical Trial Registry to identify published studies from September 2013 to December 2022. The methodological quality of studies was assessed using Joanna Briggs Institute guidelines.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Six studies involving 520 participants were retrieved for this review. A meta-analysis could not be conducted due to substantial heterogeneity between studies. Nevertheless, there was some evidence that teach-back could improve self-management, self-efficacy and knowledge. There was limited evidence on improvement in psychological outcomes or health-related quality of life.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Teach-back seems to improve both objective and patient-reported outcomes, although further studies are needed. Using teach-back can improve both understanding of health information and the development of skills. Kidney care teams could use teach-back for all patients as it takes account of varying patient health literacy abilities. 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引用次数: 0
摘要
背景：教育是优化慢性病自我管理的重要组成部分。虽然回授法在慢性肾脏病患者教育中的效果尚不清楚，但它是患者教育中的一种有效方法，适用于不同的健康素养：目的：评估回授法在健康教育中对改善慢性肾病患者自我管理和坚持治疗方案的影响：设计：系统回顾：参与者：任何慢性肾脏病等级或治疗方式的成年人：在MEDLINE、CINHAL、EMBASE、Cochrane图书馆、PsychINFO、Web of Science、ERIC、JBI图书馆和世界卫生组织国际临床试验注册中心进行了全面检索，以确定2013年9月至2022年12月期间发表的研究。研究的方法学质量根据乔安娜-布里格斯研究所指南进行评估：本综述共检索到六项研究，涉及 520 名参与者。由于研究之间存在很大的异质性，因此无法进行荟萃分析。尽管如此，仍有一些证据表明，回训可以改善自我管理、自我效能和知识。关于改善心理结果或与健康相关的生活质量的证据有限：尽管还需要进一步的研究，但回教似乎可以改善客观结果和患者报告的结果。使用回授技术可以提高对健康信息的理解和技能的发展。肾脏护理团队可对所有患者使用 "背教"，因为它考虑到了患者不同的健康素养能力。回教有助于传达重要的健康信息，从而提高患者在自我管理疾病和治疗方面的知识、信心和技能。
Effectiveness of teach-back for chronic kidney disease patient education: A systematic review
Background
Education is an essential component in optimising chronic disease self-management. Teach-back is a robust approach in patient education, which is suitable for varying health literacy although its effectiveness in chronic kidney disease patient education is unknown.
Objective
To evaluate the impact of teach-back method in health education for improving self-management and adherence to treatment regimens in chronic kidney disease.
Design
Systematic review.
Participants
Adults with any chronic kidney disease grade or treatment modality.
Measurements
A comprehensive search was undertaken in MEDLINE, CINHAL, EMBASE, Cochrane library, PsychINFO, Web of Science, ERIC, JBI library and WHO International Clinical Trial Registry to identify published studies from September 2013 to December 2022. The methodological quality of studies was assessed using Joanna Briggs Institute guidelines.
Results
Six studies involving 520 participants were retrieved for this review. A meta-analysis could not be conducted due to substantial heterogeneity between studies. Nevertheless, there was some evidence that teach-back could improve self-management, self-efficacy and knowledge. There was limited evidence on improvement in psychological outcomes or health-related quality of life.
Conclusion
Teach-back seems to improve both objective and patient-reported outcomes, although further studies are needed. Using teach-back can improve both understanding of health information and the development of skills. Kidney care teams could use teach-back for all patients as it takes account of varying patient health literacy abilities. Teach-back assists with communicating important health information to improve patients' knowledge, confidence and skills in self-managing this disease and its treatment.
期刊介绍：
The Journal of Renal Care (JORC), formally EDTNA/ERCA Journal, is the official publication of the European Dialysis and Transplant Nursing Association/European Renal Care Association (EDTNA/ERCA).
The Journal of Renal Care is an international peer-reviewed journal for the multi-professional health care team caring for people with kidney disease and those who research this specialised area of health care. Kidney disease is a chronic illness with four basic treatments: haemodialysis, peritoneal dialysis conservative management and transplantation, which includes emptive transplantation, living donor & cadavaric transplantation. The continuous world-wide increase of people with chronic kidney disease (CKD) means that research and shared knowledge into the causes and treatment is vital to delay the progression of CKD and to improve treatments and the care given.
The Journal of Renal Care is an important journal for all health-care professionals working in this and associated conditions, such as diabetes and cardio-vascular disease amongst others. It covers the trajectory of the disease from the first diagnosis to palliative care and includes acute renal injury. The Journal of Renal Care accepts that kidney disease affects not only the patients but also their families and significant others and provides a forum for both the psycho-social and physiological aspects of the disease.
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