Please use this identifier to cite or link to this item: http://hdl.handle.net/11054/1483
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dc.contributorHeywood, Catherineen_US
dc.contributorWorboyes, Biancaen_US
dc.contributorBeauchamp, Alisonen_US
dc.contributorWong Shee, Annaen_US
dc.date.accessioned2020-01-08T05:16:10Z-
dc.date.available2020-01-08T05:16:10Z-
dc.date.issued2019-
dc.identifier.govdoc01424en_US
dc.identifier.urihttp://hdl.handle.net/11054/1483-
dc.description.abstractBackground The health system places a significant burden on clients to understand their health. Teach-back, an evidence-based communication approach, involves clients explaining back in their own words what they have been told. Clinicians then work with clients to clarify any misunderstandings. Objectives/Aims This study evaluated the use of teach-back in a regional health service. Method This was a qualitative study using a co-design process for implementing teach-back. Intervention: All staff were exposed to teach-back training. Post-intervention: Teach-back was implemented over a six-month period. This abstract reports findings from a focus group held with participating clinicians on their perspectives of using teach-back Results Clinicians (n=8) identified that using teach-back: • Reinforced and supported reflection of own practice. • Highlighted specific areas to explain further to support a ‘take home’ message for clients. • Increased understanding decreased clients’ anxiety. • Written and printed information supported closing the loop of understanding • Clients that were more motivated in therapy gained more understanding of information. Implications/Outcomes for Planned Research Project Teach-back is useful to implement into practice, to support improvements in health literacy. For future practice teach-back needs support via a champion and opportunities to observe other clinicians’ teach-back interactions. Various methods are needed to ensure new and rotational clinicians are educated to implement teach-back.en_US
dc.description.provenanceSubmitted by Gemma Siemensma (gemmas@bhs.org.au) on 2019-12-10T01:58:44Z No. of bitstreams: 1 9. Heywood, Catherine.pdf: 186698 bytes, checksum: dc6375e48bbaa77bccd32e4d3786f2c5 (MD5)en
dc.description.provenanceApproved for entry into archive by Gemma Siemensma (gemmas@bhs.org.au) on 2020-01-08T05:16:10Z (GMT) No. of bitstreams: 1 9. Heywood, Catherine.pdf: 186698 bytes, checksum: dc6375e48bbaa77bccd32e4d3786f2c5 (MD5)en
dc.description.provenanceMade available in DSpace on 2020-01-08T05:16:10Z (GMT). No. of bitstreams: 1 9. Heywood, Catherine.pdf: 186698 bytes, checksum: dc6375e48bbaa77bccd32e4d3786f2c5 (MD5) Previous issue date: 2019en
dc.titleCan I check your understanding?en_US
dc.typeConferenceen_US
dc.type.specifiedPresentationen_US
dc.bibliographicCitation.conferencedate28 Novemberen_US
dc.bibliographicCitation.conferencenameBallarat Health Services 2019 Annual Research Symposiumen_US
dc.bibliographicCitation.conferenceplaceBallaraten_US
dc.subject.healththesaurusTEACH-BACKen_US
dc.subject.healththesaurusEVIDECE-BASED COMMUNICATION APPROACHen_US
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