The Third Time’s a Charm

Butts, Brittany; Higgins, Melinda; Dunbar, Sandra B.; Reilly, Carolyn Miller

doi:10.1097/jcn.0000000000000413

Cited by 12 publications

(4 citation statements)

References 43 publications

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“…30,35 In 1 study, HF video education was evaluated using a video series viewed during the 7 days postdischarge. Knowledge was measured using the Atlanta HF Knowledge Test 42 and significantly increased between the pretest and posttest. 35 Results relating to self-care were more mixed, with significant improvements in self-care maintenance, but no change in self-care management or confidence.…”

Section: Knowledge and Self-care Of Heart Failurementioning

confidence: 99%

A State-of-the-Art Review of Teach-Back for Patients and Families With Heart Failure

Howie-Esquivel

Bidwell

2023

J Cardiovasc Nurs

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Background: Heart failure (HF) prevalence has risen for more than a decade. Effective patient and family education strategies for HF are needed on a global scale. One widely used method of education is the teach-back method, where learners are provided information, then their understanding assessed by "teaching it back" to the educator. Purpose: This state-of-the-art review article seeks to examine the evidence focusing on the teach-back method of patient education and patient outcomes. Specifically, this article describes (1) the teach-back process, (2) teach-back's effect on patient outcomes, (3) teach-back in the context of family care partners, and (4) recommendations for future research and practice. Conclusions: Study investigators report the use of teach-back, but few describe how teach-back was utilized. Study designs vary widely, with few having a comparison group, making conclusions across studies challenging. The effect of teach-back on patient outcomes is mixed. Some studies showed fewer HF readmissions after education using teach-back, but different times of measurement obscure understanding of longitudinal effects. Heart failure knowledge improved across most studies after teach-back interventions; however, results related to HF self-care were mixed. Despite family care partner involvement in several studies, how they were included in teach-back or the associated effects are unclear. Clinical implications: Future clinical trials that evaluate the effect of teach-back education on patient outcomes, such as short-and long-term readmission rates, biomarkers, and psychological measures, are needed, as patient education is the foundation for self-care and health-related behaviors.

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Section: Knowledge and Self-care Of Heart Failurementioning

confidence: 99%

A State-of-the-Art Review of Teach-Back for Patients and Families With Heart Failure

Howie-Esquivel

Bidwell

2023

J Cardiovasc Nurs

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“…Efficacy of the educational intervention was assessed using a pre-and posttest design. Both pre-and post-tests utilized the Atlanta Heart Failure Knowledge Test (AHFKT) (Butts et al, 2018). The pre-test included two sections (see Appendix A).…”

Section: Project Designmentioning

confidence: 99%

“…The questions included in the AHFKT analyze five key areas related to HF education: (1) pathophysiology, (2) medication, (3) nutrition, (4) symptom assessment/management, and (5) behavior. For the last 15 years, the AHFKT has been used in various studies demonstrating validity and reliability (Alghalayini, 2020;Butts et al, 2018;Maggio, 2017). The reading level of the AHFKT was determined using the Flesch-Kincaid formula, indicating it is at a level of 5.8, and the Fry Readability statistics which revealed a 4 th grade reading level (Butts et al, 2018).…”

Section: Instruments/toolsmentioning

confidence: 99%

“…For the last 15 years, the AHFKT has been used in various studies demonstrating validity and reliability (Alghalayini, 2020;Butts et al, 2018;Maggio, 2017). The reading level of the AHFKT was determined using the Flesch-Kincaid formula, indicating it is at a level of 5.8, and the Fry Readability statistics which revealed a 4 th grade reading level (Butts et al, 2018). It has also demonstrated good reliability with a Cronbach alpha of 0.87 and the hypotheses that higher levels of knowledge are associated with a higher educational level were validated further confirming the tools internal consistency reliability and validity (Butts et al, 2018).…”

Section: Instruments/toolsmentioning

confidence: 99%

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Impact+of+an+Educational+Intervention+in+Improving+Nurses%E2%80%99+Heart+Failure+Discharge+Education+Knowledge

DigiNole

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Background: Heart failure (HF) is a common chronic condition characterized by high mortality, morbidity, and medical cost. Nurses can impact the burden of HF in patients and on the health care system through self-care and discharge education for optimization of disease management and readmission reduction. Purpose:The purpose of this project is to improve HF patient discharge education knowledge of medical surgical (M/S) cardiac nurses.Methods: Using a pre-and post-test design, nurses' knowledge was assessed using the Atlanta Heart Failure Knowledge Test (AHFKT) before and after an educational intervention. An algorithm with an educational discharge checklist was developed and provided at the end of the educational session. A second post-test was implemented one month following the intervention to assess sustainability. Data was analyzed using descriptive statistics.Results: Thirty participants (100%) completed the three tests. The average overall score for the pre-test was 26.53 (88.43%). Out of the 30 questions in the AHFKT, five (17%) were answered correctly by less than 80% of the participants, reflecting deficiency in the areas of medication regimen: mechanism of action and possible side effects of ACE inhibitors (33%) and over-thecounter medications (70%), behavior: exercise and cardiac rehab (60%) and preventative maintenance behaviors (73%), and nutrition: food sodium centration (70%). The overall scores in the first and second post-tests were 28.77 (95.9%) and 30.0 (100%) respectively, suggesting an increase in and sustainment of HF self-care and discharge knowledge among the participants.Discussion: The AHFKT scoring system suggests HF knowledge deficit for participants obtaining less than 80% of the total score. Of the 30 participants, four (13%) scored < 80% in the pre-test. All 30 participants scored > 80% on both post-tests. This project demonstrated a knowledge gap among the nurses, improvement after the intervention, and knowledge retention with change in practice using the algorithm with discharge information checklist. Conclusion:This study showed HF knowledge deficiency among the cardiac nurses. Areas needing improvement included medications, behavior, and nutrition. It also revealed that educational interventions targeting M/S cardiac nurses may help to improve knowledge and HF discharge education.

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Shared heart failure knowledge and self-care outcomes in patient-caregiver dyads

et al. 2018

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The Third Time’s a Charm

Abstract: Comprehensive psychometric evaluation of the AHFKTv2 confirmed its internal consistency reliability and validity and provided direction for production of the AHFKTv3 available for use in research and clinical practice.

Cited by 12 publications

References 43 publications

A State-of-the-Art Review of Teach-Back for Patients and Families With Heart Failure

A State-of-the-Art Review of Teach-Back for Patients and Families With Heart Failure

Impact+of+an+Educational+Intervention+in+Improving+Nurses%E2%80%99+Heart+Failure+Discharge+Education+Knowledge

Shared heart failure knowledge and self-care outcomes in patient-caregiver dyads

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