the effects of group education with the teach-back method on hospital readmission rates of heart failure patients

conclusions this study will be an important step in creating an evidence base for the relative benefits of different educational strategies for reducing readmissions. results patients correctly answered three out of four, or 75%, of self-care teach-back questions. in the intervention group, greater time spent teaching was significantly associated with correctly answered questions (p < .001). the number of readmissions for heart failure was reduced by 56.2% in the intervention group (44 vs. 21, p = 0.04). objectives the aim of this study was to determine the effects of group education with the teach-back method on the readmission of hf patients. patients and methods a randomized, controlled trial was conducted at two academic health care systems in ahvaz. a total of 100 patients aged 50 years and older were enrolled during hospitalization for the treatment of heart failure. patients in the intervention group were educated and evaluated using the teach-back method as part of usual care. data on patients’ ability to recall educational information while hospitalized and during follow-up approximately seven days after hospital discharge were collected. readmissions were confirmed through follow-up telephone calls and reviews of medical records. the data were analyzed with the mann-whitney statistical test to compare the proportion of readmissions in each study groups using spss. 22. background despite published guidelines emphasizing the importance of education in preventing readmissions, the most effective means of educating hospitalized patients with heart failure (hf) about their self-care remains unknown.