An Educational Program for Medical-Surgical Bedside Registered Nurses Effect on Nursing Knowledge of Self-Care Behaviors and the Nurses' Comfort of Utilization of the Teach-Back Method in Hospitalized Heart Failure Patients
MetadataShow full item record
Approximately one-third to one-half of heart failure readmissions are considered preventable through health promotion and treatment plan compliance. The primary bedside educators are Registered Nurses (RNs); however, sometimes they are not versed in self-care behaviors. Additionally, many RNs are uncomfortable with the teach-back method, a research-supported technique. The purpose of the project was to evaluate whether an educational program for medical-surgical RNs increased the nurses’ knowledge of heart failure self-care behaviors and comfort in the utilization of the teach-back method. The theoretical framework used was Malcolm Knowles’ Theory of Adult Learning. This study was a pre-test post-test quasi-experimental study. Thirteen bedside RNs were recruited from a medical-surgical unit. The survey tools used were a demographic survey, Dr. Nancy Albert’s Nurses’ Knowledge of Heart Failure Educational Principles Survey (NKHFEPS), and the Conviction and Confidence Scale (CCS). The participants watched a 25-minute voiceover PowerPoint presentation and retook the NKHFEPS and CCS 30 days later; seven participants completed both post-test surveys. Chi-square analysis was run on all demographic variables, and the pre-test scores of the NKHFEPS and CCS; there was no significance found. Paired t-test was run to analyze the means of the scores pre and post-intervention; there was no significance found. Because of the small sample size, finding significance was difficult; however, there was an increase in the mean NKHFEPS scores as well as the mean confidence score of using the teach-back method. More research is needed on the effectiveness of heart failure education programs on nursing knowledge.