ArticleHeliyon2021
Nurses' hemovigilance knowledge and performance after teach-back, concept map, and lecture: A quasi-experimental study.
Article in Heliyon, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed.
- Motivational interview and teach back: effectiveness on the rate of hand hygiene compliance in ICU Nurses.Journal of preventive medicine and hygiene · 2024Trial
- Evaluating the effectiveness of multifactorial interventions in enhancing blood transfusion safety during anesthesia: A quasi-experimental study.Journal of education and health promotion · 2025Article
- Influence of the leukoreduction moment of blood components on the clinical outcomes of transfused patients in the emergency department.Revista brasileira de enfermagem · 2024Article
- Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education.Journal of advances in medical education & professionalism · 2022Article
- Assessing Training Needs of Health Personnel on the Process of Selecting Blood Donors and Transfusion in the West Region of Cameroon.Advances in medical education and practice · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis study aimed to compare the effects of teaching by three methods of teach-back, concept map, and lecture on knowledge and performance of nurses in hemovigilance process.
methodsThis quasi-experimental study was performed on 108 Iranian nurses. In the lecture group, the educational intervention was conducted during a 4-hour session; and in the concept map and teach-back groups, it was performed in two 2-hour sessions. The nurses' knowledge and performance were measured by "routine blood transfusion knowledge questionnaire (RBTKQ)" and "self-reporting performance-evaluator questionnaire".
resultsAfter the interventions, knowledge was significantly higher in the teach-back and the concept map groups compared to the lecture group (p = 0.001), but the performance in the lecture group was higher than the other two groups (p = 0.01). No statistically significant differences were found between teach-back and concept map groups.
conclusionTeach-back and concept map methods were effective in improving the nurses' hemovigilance knowledge, while the lecture was associated with a significant increase in their performance. Therefore, integrating the hemovigilance teaching methods is suggested.
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