Application Of Teach-back Method In Chronic Heart Failure Patients With Low Health Literacy In Health Education

Objectives:To explore the application effect of teach-back health education in disease knowledge,self-care behavior,quality of life and readmission of chronic heart failure patients with low health literacy,so as to provide some guidance for cardiovascular medical staff to carry out effective health education.Methods:Selected in July to December,2019,a third rate in nanchang hospital cardiovascular internal medicine of low health literacy in hospital,patients with chronic heart failure,before first use slow disease health literacy scale determine low health literacy of patients with chronic heart failure,and then in the implementation of related intervention,including cardiovascular internal medicine ward 2 as the control group,adopt conventional method to carry on the inside and outside hospital health education;The first ward of cardiovascular medicine was the experimental group,which was conducted on the basis of the control group according to the teach-back method,among which the second ward of the Department of cardiovascular Medicine was the control group.The first ward of the department of cardiovascular Medicine was the experimental group,and the teach-back method was applied on the basis of the control group.Two groups of subjects in the intervention before and after the intervention(at discharge,discharge 4 weeks and 12 weeks)in heart failure knowledge Ce Ping Biao(HFKAS)score more,before the intervention,intervention hospital(4 weeks)and 12 weeks after the application in heart failure patients nursing index(SCHFI)and Minnesota heart cry of exhaust and the quality of life questionnaire(MLHFQ)score,hospital(12 weeks)after the intervention using slow disease health literacy scale score evaluation of health literacy,and for readmission(interval)reentry readmission rate and investigation,using SPSS24.0 for statistical analysis.Results:1.General data:50 cases in the experimental group and 52 cases in the control group completed the intervention,and there was no statistically significant difference in general data between the experimental group and the control group(P>0.05).2.Knowledge level of heart failure:The differences in HFKAS scores between the two groups were statistically significant(P<0.05),and the differences in HFKAS scores between the experimental group and the control group at each time period were statistically significant(P<0.05).3.Self-care behavior:The differences in SCHFI dimensions and total score between the two groups were statistically significant in terms of intergroup,time and interaction effect(P<0.05).In addition,the differences in SCHFI dimensions and total scores of the experimental group at each time period were statistically significant compared with those of the control group at the same time period(P<0.05).4.The quality of life:The scores of MLHFQ in somatic field and other fields were not statistically significant in terms of intergroup effects(P>0.05),but were statistically significant in terms of time and interaction effects(P<0.05).The scores of mood field and total score were statistically significant in terms of intergroup effects,time and interaction effects(P<0.05).In addition,there were no statistically significant differences in MLHFQ scores in all dimensions and total scores between the experimental group and the control group at 4 weeks after discharge before intervention(P>0.05),but there were statistically significant differences between the experimental group and the control group at 12 weeks after discharge,4 weeks after discharge and 12 weeks before intervention(P<0.05).5.Health literacy:Compared with the control group,the health literacy scores of chronic disease patients in the test group were statistically significant(P<0.05).6.Readmission: the readmission rate of the experimental group was not statistically significant compared with that of the control group(P>0.05),but the readmission interval was statistically significant compared with that of the control group(P<0.05).Conclusions:1.Teach-back health education can improve the health literacy status of patients with chronic heart failure with low health literacy,and improve the self-care behavior of patients while increasing the knowledge of disease2.Teach-back health education intervention failed to improve the quality of life of patients with chronic heart failure with low health literacy in the short term,but had significant long-term effects.3.Teach-back health education does not reduce the number of readmissions,but but were effective in the long term..