Teach-Back Training for Patient Education

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Most of the solutions available in the L&D and training industries can be easily adapted to meet the different needs of different industries. For instance, a soft skills solution focused on customer service can be adapted to sales or manufacturing. However, the same cannot be said for L&D in a healthcare setting.

Most of the solutions available in the L&D and training industries can be easily adapted to meet the different needs of different industries. For instance, a soft skills solution focused on customer service can be adapted to sales or manufacturing. However, the same cannot be said for L&D in a healthcare setting.

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As Bruno Neal and Linda Hainlen point out in “Learning and Development in Healthcare,” the February 2015 bonus installment of TD at Work , “generic customer-focused training may not work for healthcare because patients, in several different ways, are not customers. “

As Bruno Neal and Linda Hainlen point out in “Learning and Development in Healthcare,”  the February 2015 bonus installment of TD at Work , “generic customer-focused training may not work for healthcare because patients, in several different ways, are not customers. “ 

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Indeed, the L&D needs of learners in a healthcare setting are dramatically different from those in other industries. Why? The healthcare industry comprises myriad learners, each with different needs: patients, nurses, other members of the workforce, physicians, and leaders.

Indeed, the L&D needs of learners in a healthcare setting are dramatically different from those in other industries. Why? The healthcare industry comprises myriad learners, each with different needs: patients, nurses, other members of the workforce, physicians, and leaders. 

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Case in Point: Patient Education

Case in Point: Patient Education 

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Neal and Hainlen explain that typically healthcare organizations depend on the nursing staff to review patient education materials and discharge instructions with patients. Unfortunately, not all nurses are trained as educators. In addition, TD at Work points out that nurses have higher-than-ever nurse to patient ratios, making adequate time to educate patients scarce. In other words, nursing staff will likely rush the process.

Neal and Hainlen explain that typically healthcare organizations depend on the nursing staff to review patient education materials and discharge instructions with patients. Unfortunately, not all nurses are trained as educators. In addition, TD at Work points out that nurses have higher-than-ever nurse to patient ratios, making adequate time to educate patients scarce. In other words, nursing staff will likely rush the process.

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Worse, the authors remind readers that “patients receiving the information have to absorb and engage with the material in their worst moments, when they are in unfamiliar surroundings, not fully healthy, and making the transition from the hospital to their home.”

Worse, the authors remind readers that “patients receiving the information have to absorb and engage with the material in their worst moments, when they are in unfamiliar surroundings, not fully healthy, and making the transition from the hospital to their home.” 

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The result: studies have shown that 40 to 80 percent of the medical information patients receive is forgotten immediately, and nearly half of the information retained is incorrect.

The result: studies have shown that 40 to 80 percent of the medical information patients receive is forgotten immediately, and nearly half of the information retained is incorrect. 

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The L&D Solution

The L&D Solution 

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According to the TD at Work, there is a simple way to close the communication gap between clinicians and patients: the teach-back method. This is a simple process that has the learner (patients) repeat information to the educator (the nurse).

According to the TD at Work, there is a simple way to close the communication gap between clinicians and patients: the teach-back method. This is a simple process that has the learner (patients) repeat information to the educator (the nurse). 

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Here’s how it works: After providing the patient with important at-home care information, nursing staff can simply ask, “What are you going to do when you get home?” The response—or lack thereof—can be “very telling”, say the authors. They explain that “although patients may seem to understand instructions, having to verbalize the information may require hearing the information again, with the understanding that they will have to repeat it.”

Here’s how it works: After providing the patient with important at-home care information, nursing staff can simply ask, “What are you going to do when you get home?” The response—or lack thereof—can be “very telling”, say the authors. They explain that “although patients may seem to understand instructions, having to verbalize the information may require hearing the information again, with the understanding that they will have to repeat it.” 

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For nurses, “teach-back is a way to confirm that you have explained to patients what they need to know in a manner that they understand. Understanding is confirmed when they explain it back to you,” write Neal and Hainlen. In essence, the teach-back method works because it requires the patient to begin to process that information right away.

For nurses, “teach-back is a way to confirm that you have explained to patients what they need to know in a manner that they understand. Understanding is confirmed when they explain it back to you,” write Neal and Hainlen. In essence, the teach-back method works because it requires the patient to begin to process that information right away. 

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How to teach Teach-Backs

How to teach Teach-Backs 

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Even though L&D professionals are not typically patient-facing, they can educate the clinicians and nursing staff responsible for relating information to patients.

Even though L&D professionals are not typically patient-facing, they can educate the clinicians and nursing staff responsible for relating information to patients. 

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Not surprising, role play scenarios are the optimum way to teach others how to use teach-backs. “Just as patients retain information better when asked to repeat the information, the act of giving information and asking for confirmation will reinforce the importance of the teach-back,” add Neal and Hainlen.

Not surprising, role play scenarios are the optimum way to teach others how to use teach-backs.  “Just as patients retain information better when asked to repeat the information, the act of giving information and asking for confirmation will reinforce the importance of the teach-back,” add Neal and Hainlen. 

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Some other training methods Neal and Hainlen recommend to improve clinicians’ teach-back skills are:

Some other training methods Neal and Hainlen recommend to improve clinicians’ teach-back skills are: 

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  motivational interviews

  motivational interviews

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  behavioral interviews

  behavioral interviews

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  providing formal and informal feedback

  providing formal and informal feedback

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  active listening

  active listening

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  coaching

  coaching

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  accountability.

  accountability. 

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Check out “Learning and Development in Healthcare,” for more innovative initiatives for training and education in the healthcare field.

Check out “Learning and Development in Healthcare,” for more innovative initiatives for training and education in the healthcare field.