The Impact of Teach-back on Comprehension of Discharge Instructions Among Emergency Patients With Limited Health Literacy: A Randomized, Controlled Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 254
- 试验地点
- 1
- 主要终点
- Objective comprehension
研究概览
简要总结
The purpose of this study was to determine whether use of teach-back discharge instructions improve patient satisfaction and patients' self-reported and objective comprehension of discharge instructions in the emergency department when compared to standard discharge instructions.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 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
- 是
入选标准
- •patients being discharged from the emergency department
- •A score of 6 or less on the Rapid Estimate of Adult Literacy in Medicine, Revised (consistent with Limited Health Literacy)
排除标准
- •non-English speaking,
- •mental handicap,
- •psychiatric chief complaint,
- •too high acuity per physician,
- •insurmountable communication barrier,
- •evaluations for sexual assault,
- •clinical intoxication.
研究组 & 干预措施
Teach-back
Patients are prompted to state back in their own words their comprehension of the information given to them at discharge.
干预措施: Teach-back (Behavioral)
Standard Discharge Instructions
Patient receives usual discharge instructions as administered by the nurse assigned to the patient.
结局指标
主要结局
Objective comprehension
时间窗: Questions evaluating comprehension were administered during the discharge interview immediately following discharge from the ED at the index visit (Day 1).
Concordance between audio taped comprehension compared to review of medical record using 5 level scale of concordance
次要结局
- self-reported comprehension(Questions evaluating self-reported comprehension were administered during the discharge interview immediately following discharge from the ED at the index visit (Day 1).)
研究者
Richard Griffey
Associate Professor, Emergency Medicine
Washington University School of Medicine