Influence of teach-back strategy on hemodialysis related knowledge level, self-efficacy and self-management in patients receiving maintenance hemodialysis

Abstract

Abstract To investigate the effect of teach-back strategy on hemodialysis related knowledge level, self-efficacy and self-management among hemodialysis patients. The research is a quasi-randomized control trial. A total of 92 patients receiving maintenance hemodialysis were randomly divided into observation group (n = 46) and control group (n = 46) by random number table method. The control group received conventional health education, and the observation group received teach-back. The intervention lasted six months. The hemodialysis related knowledge level, self-efficacy and self-management of the two groups were evaluated before and after the intervention. There were no significant difference on hemodialysis related knowledge level, self-efficacy and self-management scores between the two groups before intervention (P > 0.05). After intervention, the scores of hemodialysis knowledge in the observation group was higher than that in the control group and before intervention. The total scores of self-efficacy and items “3,4,5” were higher than those of the control group. The total scores of self-efficacy and item “1~6” in the observation group were higher than before intervention. The total scores of self-management and the three subscales of “problem solving”, “partnership” and “emotional processing” were higher than those of the control group and before intervention. All of the above differences were statistically significant (P < 0.05). Teach-back is helpful to improve the hemodialysis related knowledge level, self-efficacy and self-management level of patients receiving maintenance hemodialysis, and it is worth to be popularized clinically.

Keywords

• Teach-back
• Hemodialysis
• Self-efficacy
• Self-management
• Health education