Impact of the teach-back method strategy on hemodialysis-related knowledge, self-efficacy, and self-management among patients receiving maintenance hemodialysis: A pre-experimental study
Rupali A. Warghane, Ruchira Ankar, Swapna Morey, Arti Raut, Sheetal Sakharkar, Samruddhi GujarBACKGROUND:
Patients with end-stage renal disease (ESRD) undergoing maintenance hemodialysis face multiple challenges related to complex treatment regimens. The teach-back method is an educational strategy that improves patient understanding and encourages active participation in self-care. To assess the impact of the teach-back method strategy on hemodialysis-related knowledge, self-efficacy, and self-management among patients receiving maintenance hemodialysis.
MATERIALS AND METHODS:
The research has adopted an interventional research approach, specifically a pre-experimental one-group pre- and post-test design without a control group. The research was conducted at the hemodialysis unit of the AVBR Hospital, where participants were patients undergoing maintenance hemodialysis. Seventy-six participants were selected using a purposive sampling method. The data were collected using the knowledge questionnaire, along with standardized Likert scales to measure participants’ self-efficacy and self-management. The educational intervention, i.e., the teach-back method, was delivered to participants individually, and the evaluation was conducted 7 days later. The data were analyzed by using both descriptive and inferential statistics, i.e., the
RESULTS:
There was a significant improvement after the intervention. Knowledge scores increased from 6.12 ± 1.86 to 14.04 ± 1.86, self-efficacy from 5.21 ± 1.20 to 9.14 ± 0.33, and self-management from 45.92 ± 7.58 to 62.34 ± 6.87 (
CONCLUSION:
The teach-back method effectively improves hemodialysis-related knowledge, self-efficacy, and self-management. Integrating this approach into nursing practice may enhance patient engagement and treatment adherence.