The Effectiveness Of Teach-back Education Method In Patients With First Pulmonary Function Examination

Objective:To explore the application effect of Teach-back education method in the quality grading of pulmonary function testing results,pulmonary function testing time,cooperation degree of pulmonary function testing,pulmonary function testing service satisfaction and pulmonary function testing result types of patients with the first pulmonary function testing,so as to provide a certain basis for the pulmonary function testing room to carry out effective health education and guidance related to pulmonary function testing for patients with the first pulmonary function testing.Methods:The study is quasi-experimental study,after obtaining the ethical review,from September2021 to December 2021,100 patients who were treated in the pulmonary function testing room of a third class hospital in Jiangxi Province and in accordance with the exclusive criterion.Random sampling was used to divide the nurses into a control group and an intervention group,with 50 cases in each group.The patients in the control group used conventional methods to guide patients in health education,and the nurses in the intervention group used teach-back teaching methods to guide patients in health education.Data were collected on site by one of the technicians in the pulmonary function examination room.The data were checked and entered by two persons,Excel 2019 and SPSS23.0 software was used for data statistical analysis,a value of0.05 andbilateral test,with 0.05 as thecomparative inspection level.Results:1.Baseline survey results :Atotal of 100 questionnaires were issued in this study,and 100 were collected with a recovery rate of 100%,there were 50 cases in the intervention group and50 cases in thecontrol group.2.The general data of the two groups were compared: There was no significant difference between the two groups in gender,residence,marriage,occupation,age,height and weight(P >0.05).3.The disease conditions of the two groups were compared.There was no significant differencebetween the two groups inthe examination of causes and complications(P > 0.05).4.Comparison of outcome indexes of pulmonary function examination between the two groups after intervention.(1)Comparison of the quality grading of pulmonary function testing results between the two groups after intervention.In the quality grading of the testing results of the two groups,the quality of the intervention group was better than that of the control group,and the difference was statistically significant(P < 0.05).(2)Comparison the time of pulmonary function testing between the two groups after intervention.The average time of pulmonary function testing in the control group was 16.42±2.58 min and that in the intervention group was 13.14 ± 0.93 min,the difference was statistically significant(P < 0.05).(3)Comparison of coordination degree of pulmonary function testing between the two groups after intervention.There was significant difference in the degree of cooperation between thetwo groups(P < 0.05).(4)Comparison of pulmonary function testing satisfaction between the two groups after intervention.There was significant difference in examination satisfaction between the two groups(P < 0.05).(5)Comparison of pulmonary function test results between the two groups after intervention.There was no significant difference in the types of examination results between the two groups(P > 0.05).Conclusion:Teach-back education method can significantly improve the quality of pulmonary function testing results,reduce the average time of patients with pulmonary function testing,improve the cooperation degree of patients with pulmonary function testing and the satisfaction of pulmonary function testing service.It is of certain significance to the "accurate diagnosis" and "timely diagnosis and treatment" of patients.Teach-back education method is worth popularizing inpatients withpulmonary function examination...