Teach-back and Its Impact on Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS)
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Successful patient outcomes rely heavily on patient engagement, patient/family education, and promotion of self-management. Teach-back methodology offers the healthcare team a proven technique to determine learner's health literacy and true understanding of post-acute care needs. Based on supportive literature the following PICOT (problem, intervention, comparison, outcome, time) question was developed: For medical/surgical patients, can teach-back methodology utilized during teaching improve patient satisfaction as measured by transitional care HCAHPS scores over a 12-week period? The Iowa Model of Evidence-Based Practice (Iowa Model) was utilized to implement an evidence-based practice (EBP) intervention training nurses to use teach-back methodology for all education. The Conviction and Confidence Scale ([CCS], IHI, 2016) was administered pre and post-implementation to determine current knowledge and use of teach-back. HCAHPS (hospital consumer assessment of healthcare providers and systems) transitional care scores were evaluated for patient perception of instruction. Data retrieved from teh CCS showed a 65% increase in use of teach-back during patient instruction. HCAHPS scores indicated improvement in all three transitional care domains being measured. The project was limited by reliance on staff to implement teach-back techniques; promotion of the project attempted to overcome this limitation. It was determined HCAHPS scores are not a reliable indicator of teach-back use or a good representation of consumer perception due to the small number of returned surveys. Future research should examine barriers to teach-back use for the healthcare team and results should be monitored via a data scale other than HCHAHS due to limited survey returns. Teach-back methodology is a simple, proven technique to improve self-managment and increase patient engagement that impacts HCAHPS.