Impact of Discharge Teach-Back Education on Heart Failure Patients' Knowledge/Self-Care Behaviors and 30-Day Readmissions
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 57
- 试验地点
- 1
- 主要终点
- Change in Heart Failure Self-Care Behaviors (EHFScB-9 Total Score)
研究概览
简要总结
This study aimed to improve how patients with heart failure understand and manage their condition after leaving the hospital. Many heart failure patients are readmitted within 30 days due to confusion about their discharge instructions and difficulty following self-care routines. The study tested whether a structured discharge education session using the "teach-back" method-where patients repeated instructions in their own words-could help improve their knowledge and self-care behaviors. The goal was to reduce hospital readmissions and help patients feel more confident managing their heart failure at home.
详细描述
Heart failure is a chronic and progressive condition affecting millions of adults in the United States. Despite advances in treatment, nearly one in four patients are readmitted to the hospital within 30 days of discharge, often due to poor understanding of discharge instructions and inadequate self-care. These readmissions contribute to worse health outcomes and increased healthcare costs.
This study evaluated the effectiveness of a structured discharge education intervention using the teach-back method. The teach-back method is a communication technique in which patients are asked to repeat discharge instructions in their own words. This approach helps confirm understanding, reinforce learning, and promote active engagement in self-care.
The study used a quasi-experimental, pre-test/post-test design to assess changes in patients' knowledge and self-care behaviors before and after the intervention. Participants were adults hospitalized with systolic heart failure (LVEF ≤ 40%) who meet specific clinical criteria. Each participant received a 30-minute individualized education session at discharge, covering key self-care topics such as medication adherence, symptom monitoring, fluid restriction, and dietary modifications. Printed educational materials from the American Heart Association were also provided.
To measure outcomes, participants completed the European Heart Failure Self-care Behavior Scale (EHFScB-9) before and after the intervention. Thirty-day readmission data was collected through a retrospective review of hospital records. The study aimed to determine whether teach-back education improved self-care behaviors and reduced 30-day readmission rates.
This project was reviewed and exempted by the Nova Southeastern University Institutional Review Board under Exempt Category 2. It aligned with national goals to improve patient education, reduce preventable readmissions, and enhance the quality of care for individuals with heart failure.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Adults aged 18 years and older
- •Diagnosed with systolic heart failure with a left ventricular ejection fraction (LVEF) ≤ 40%
- •Classified as New York Heart Association (NYHA) Class II, III, or IV
- •Categorized as American College of Cardiology/American Heart Association (ACC/AHA) Stage C or D
- •Currently hospitalized at the project site
- •Able to read and understand English at an 8th grade reading level
- •Have access to a smartphone or tablet capable of scanning QR codes and connecting to the internet
- •Provide voluntary informed consent via the REDCap platform
排除标准
- •Cognitive impairment
- •Non-English speaking
- •Unwilling to participate
研究组 & 干预措施
Teach-Back Education Intervention
Participants in this arm received a structured discharge education session using the teach-back method. The session was delivered in person at hospital discharge and covered key heart failure self-care behaviors, including medication adherence, symptom monitoring, fluid restriction, and dietary modifications. Participants were asked to restate instructions in their own words to confirm understanding. Printed educational materials from the American Heart Association were also provided.
干预措施: Teach-Back Discharge Education (Behavioral)
结局指标
主要结局
Change in Heart Failure Self-Care Behaviors (EHFScB-9 Total Score)
时间窗: Baseline (pre-intervention) and immediately post-intervention on the same day, up to 35 minutes after the start of the education session.
The 9-item European Heart Failure Self-Care Behavior Scale (EHFScB-9) was used to assess self-care behaviors. Each item is scored on a 5-point Likert scale ranging from 1 ("completely agree") to 5 ("do not agree at all"), producing a total score range of 9 to 45. The outcome represents the change in total EHFScB-9 score from baseline (pre-intervention) to immediately post-intervention following the discharge education session. Lower total scores indicate better self-care performance (more consistent adherence to recommended behaviors), while higher total scores indicate poorer self-care performance (less consistent adherence).
次要结局
- Number of Participants With 30-Day Heart Failure Readmission(Assessed during the 30-day period following hospital discharge.)
研究者
Sara Bierschenk
Principal Investigator
Nova Southeastern University