Case Studies in Geriatric Health Literacy

Cutilli, Carolyn Crane; Schaefer, Cynthia T.

doi:10.1097/nor.0b013e3182247c8f

Cited by 9 publications

(5 citation statements)

References 15 publications

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“…Teach-back, also known as "show me" or "closing the loop", is a method that aims to increase peoples' understanding of the disease information being communicated in a health education session by asking them to repeat back key points of the instruction. 19 The 14,21 An initial review of the literature indicates that teach-back has been used as an educational strategy for health care professionals, 22,23 low-income women, 24,25 people with low health literacy, 21,26,27 and for those with a chronic disease. 28,29 A number of studies have targeted the use of teach-back in chronic disease education programs to improve a person's comprehension, 20 and informed consent 30 and to reduce hospital readmission, 31,32 although the usefulness of teach-back in improving chronic disease adherence and selfmanagement has been subjected to less investigation.…”

Section: The Teach-back Methods For Teaching Self-managementmentioning

confidence: 99%

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Dinh

Bonner

Clark

et al. 2016

JBI Database of Systematic Reviews and Implementation Reports

353

199

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Executive summary BackgroundChronic diseases are increasing worldwide and have become a significant burden to those affected by those diseases. Disease-specific education programs have demonstrated improved outcomes, although people do forget information quickly or memorize it incorrectly. The teach-back method was introduced in an attempt to reinforce education to patients. To date, the evidence regarding the effectiveness of health education employing the teach-back method in improved care has not yet been reviewed systematically. ObjectivesThis systematic review examined the evidence on using the teach-back method in health education JBI Database of Systematic Reviews and Implementation Reports . 2 programs for improving adherence and self-management of people with chronic disease. Types of participantsAdults aged 18 years and over with one or more than one chronic disease. Types of interventionAll types of interventions which included the teach-back method in an education program for people with chronic diseases. The comparator was chronic disease education programs that did not involve the teachback method. Types of studiesRandomized and non-randomized controlled trials, cohort studies, before-after studies and case-control studies. Types of outcomesThe outcomes of interest were adherence, self-management, disease-specific knowledge, readmission, knowledge retention, self-efficacy and quality of life. Search strategySearches were conducted in CINAHL, MEDLINE, EMBASE, Cochrane CENTRAL, Web of Science, ProQuest Nursing and Allied Health Source, and Google Scholar databases. Search terms were combined by AND or OR in search strings. Reference lists of included articles were also searched for further potential references. Methodological qualityTwo reviewers conducted quality appraisal of papers using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument. Data collectionData were extracted using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. Data synthesisThere was significant heterogeneity in selected studies, hence a meta-analysis was not possible and the results were presented in narrative form. ResultsOf the 21 articles retrieved in full, 12 on the use of the teach-back method met the inclusion criteria and were selected for analysis. Four studies confirmed improved disease-specific knowledge in intervention participants. One study showed a statistically significant improvement in adherence to medication and diet among type 2 diabetics patients in the intervention group compared to the control group (p < 0.001). Two studies found statistically significant improvements in self-efficacy (p = 0.0026 and p < 0.001) in the intervention groups. One study examined quality of life in heart failure patients but the results did not JBI Database of Systematic Reviews and Implementation Reports 3 improve from the intervention (p = 0.59). Five studies found a reduction in readmission rates and hospitalization but the...

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Section: The Teach-back Methods For Teaching Self-managementmentioning

confidence: 99%

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Dinh

Bonner

Clark

et al. 2016

JBI Database of Systematic Reviews and Implementation Reports

353

199

View full text Add to dashboard Cite

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“…, Cho et al . , Cutilli & Schaefer ). Evidence has shown that inadequate health literacy is associated with negative health outcomes such as poor physical and mental health (Wolf et al .…”

Section: Introductionmentioning

confidence: 98%

“…Adults with inadequate or marginal health literacy have difficulty understanding the healthcare information they receive and eventually may have difficulty following physician prescriptions and implementing self-care (McMurray et al 2007, Cho et al 2008, Cutilli & Schaefer 2011. Evidence has shown that inadequate health literacy is associated with negative health outcomes such as poor physical and mental health (Wolf et al 2005), higher hospitalisation rates , less use of flu vaccination , Miller 2004, physical inactivity, lower subjective health, higher levels of pain (Kim 2009) and even higher mortality (Sudore et al 2006, Baker et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Development and validation ofChineseHealthLiteracyScale forDiabetes

Leung

Lou

Cheung

et al. 2012

Journal of Clinical Nursing

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“…[ 6 ] Furthermore, older adults are at higher risk of low health literacy compared with individuals in other age groups. [ 7 ]…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Chinese Health Literacy Scale for Low Salt Consumption - Hong Kong Population (CHLSalt-HK)

Chau

Leung

et al. 2015

PLoS ONE

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Globally, sodium intake far exceeds the level recommended by the World Health Organization. Assessing health literacy related to salt consumption among older adults could guide the development of interventions that target their knowledge gaps, misconceptions, or poor dietary practices. This study aimed to develop and validate the Chinese Health Literacy Scale for Low Salt Consumption - Hong Kong population (CHLSalt-HK). Based on previous studies on salt intake and nutrition label reading in other countries, we developed similar questions that were appropriate for the Chinese population in Hong Kong. The questions covered the following eight broad areas: functional literacy (term recognition and nutrition label reading), knowledge of the salt content of foods, knowledge of the diseases related to high salt intake, knowledge of international standards, myths about salt intake, attitudes toward salt intake, salty food consumption practices, and nutrition label reading practices. Eight professionals, including doctors, nurses, and dietitians, provided feedback on the scale. The psychometric properties of the scale were assessed based on data collected from a convenience sample of 603 Chinese elderly adults recruited from Elderly Health Centres in Hong Kong. The 49-item CHLSalt-HK had a possible score range of 0 to 98, with a higher score indicating higher health literacy related to salt intake. The CHLSalt-HK had acceptable content validity; the item-level Content Validity Index ranged from 0.857 to 1.000, and the scale-level Content Validity Index was 0.994. Additionally, it had good internal consistency (Cronbach's alpha of 0.799) and good test-retest reliability (intraclass correlation coefficient of 0.846). The mean CHLSalt-HK score among those who were aware of the public education slogan about nutrition labels and sodium intake was higher by 3.928 points (95% confidence interval: 1.742 to 6.115) than that among those who were not aware of the slogan, which supports adequate discriminant validity. The validated CHLSalt-HK had acceptable content validity, acceptable construct validity, good internal consistency, good test-retest reliability, and adequate discriminant validity. The scale could be completed in 10-15 minutes and is easy to administer compared with the collection of biomarkers or food diaries. Further research should investigate its concurrent validity and predictive validity. The development of this scale supports the first step in salt intake reduction among older Chinese adults in Hong Kong by enabling the assessment of their health literacy related to salt consumption in health screenings or health assessments, and it can be used to evaluate salt reduction interventions.

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Case Studies in Geriatric Health Literacy

Cited by 9 publications

References 15 publications

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Development and validation ofChineseHealthLiteracyScale forDiabetes

Development and Validation of Chinese Health Literacy Scale for Low Salt Consumption - Hong Kong Population (CHLSalt-HK)

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