The Study Of Using Teach Back In Perioperative Patients With Esophageal Cancer

[Objective]To explore the application of executing teach back method in perioperative patients with esophageal cancer, providing a reference basis for making an effective health education strategy.[Methods]A randomized controlled trial was employed. 80 cases patients who accepted esophageal cancer operation were selected during May to December, 2014, in a Fuzhou general hospital granted 3A. Patients were randomly divided into a control group and a test one equally. The control group was giving the routine education while the test group was executing the Teach Back method. The intervention time was the whole hospitalization period. Both trial groups of patients had been measured by Health Literacy Management Scale(He LMS), State Anxiety Inventory(SAI), Assessment Criteria for Thoracic Surgery Health Education and Health Education Satisfaction Questionnaire. The time and content of the investigation was shown below, including: Firstly, on the day of admission, the scores of health literacy and anxiety was measured; Then on the operation morning, measured the score of anxiety; Afterwards, recorded extubation time and complications during the postoperative period; Moreover, on the last day before discharge, the situations of grasping health knowledge, brief and attitude, and practice(KABP) were evaluated; And again at the end of discharge, the scores of health literacy, anxiety and patient satisfaction were investigated, as well as recorded the days of hospital stay after operation. Two-sample t(t’) test or nonparametric test were used to compare the scores of KABP, extubation time, the hospital stay after operation and satisfaction. Two-factor repeated measures ANOVA were used to compare health literacy and anxiety intensity. Multiple regression correlation was used to discover the correlation between health literacy and anxiety, basic information and interventions respectively. When P<0.05, the results would considered statistically significant.[Results]1. The control group and the test group have no significant difference among basic information(P>0.05), the two groups were comparable. 2. The control group and the test group have significant difference among health literacy, anxiety, knowledge, attitude, practice, extubation time of thoracic drainage tube and patient satisfaction(P<0.05),the teach back method has better effects on health education than the regular education. 3. The control group and the test group have no significant difference among extubation time of gastric tube and the hospital stay after operation(P>0.05). 4. Multiple regression correlation: assume the health literacy and anxiety degrees as dependent variables respectively, withal basic information and intervention as independent variables, by using regression analysis to explore the correlation between dependent variables and independent variables. The multiple regression equations were: Health Literacy=49.643+11.143*education level+12.357*intervention; Anxiety=45.603-2.758* education level-2.811* intervention +1.829*residence.[Conclusion]This study has determined that the Teach Back method plays an active role in responding perioperative patients with esophageal cancer. The results showed that compared with the conventional health education method, teach back method could improve patients’ health literacy significantly. Furthermore it could help patients releasing from anxiety and gaining KABP capabilities simultaneously. The incidence of the postoperative complications could have been decreased, the extubation time of thoracic drainage tube could have been shorten and ultimately increase patient satisfaction.