ArticleThe review of diabetic studies : RDS2020
The Teach-Back Effect on Self-Efficacy in Patients with Type 2 Diabetes.
Article in The review of diabetic studies : RDS, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 17 citations in OpenAlex.
- The effect of recreational therapy application on depression in hemodialysis patients: a randomized clinical trial.International urology and nephrology · 2025Trial
- Peer support groups and care burden in hemodialysis caregivers: a RCT in an Iranian healthcare setting.BMC nephrology · 2024Trial
- Factors Associated with Medication Adherence and Glycemic Control among American Indian/Alaska Native Adults with Type 2 Diabetes Within a Commercial Health Care System: A System-Wide Cross-Sectional Study.Journal of racial and ethnic health disparities · 2025Article
- Effect of Insulin Pen Training Using the Teach-Back Method on Diabetes Self-Management, Quality of Life, and HbA1c Levels in Older Patients with Type 2 Diabetes: A Quasi-Experimental Study.Healthcare (Basel, Switzerland) · 2024Article
- Comparing the effects of warm footbath and foot reflexology on depression of patients undergoing radiotherapy: A randomized clinical trial.Technical innovations & patient support in radiation oncology · 2024Article
- Investigating the relationship between aging perception and self-efficacy in the older adults: a cross-sectional study in Eastern Iran.BMC geriatrics · 2024Article
- Practical Guidance for Healthcare Providers on Collaborating with People with Type 2 Diabetes: Advancing Treatment and Initiating Injectable Therapy.Diabetes therapy : research, treatment and education of diabetes and related disorders · 2023Article
- The Effect of Teach-Back Education Method on the Self-Efficacy of Foot Wound Care in Patients with Diabetes Mellitus: An Interventional Study.Iranian journal of nursing and midwifery researchArticle
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDiabetes is a chronic, metabolic disease, which is commonly associated with increased blood glucose levels caused by impaired secretion or function of insulin. Therefore, daily blood glucose control, adherence to a dietary and pharmaceutical regimen, regular physical activity, and foot care are fundamental components of disease management. In order to optimize effective self-management, patients need to be trained. Teach-back is a method which aims to improve patients' understanding and perception of treatment regimens based on the interaction between patient and caregiver.
aimThis study was conducted to investigate the impact of the teach-back method on the effectiveness of self-management in patients with type 2 diabetes (T2D).
methodsA total of 74 patients with T2D were included in the study by convenience sampling at the Endocrine and Metabolism Clinic. The subjects were assigned to control or intervention group. Data collection was performed by using a demographic data form and a self-efficacy questionnaire that were provided to the patients before and 1 month after training. The patients in the intervention group received a 5-session training program using the teach-back method. The control group received only routine programs. One month after completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups, and the data obtained were analyzed.
resultsIn contrast to the control group, mean and standard deviation of self-efficacy were significantly higher in the intervention group one month after training by the teach-back method than before training. The two groups did not significantly differ regarding mean score of self-efficacy before training, but there was a significant difference one month after training: the mean score of self-efficacy in the intervention group was significantly higher than in the control group (p < 0.001).
conclusionsTeach-back is a training procedure aimed at improving patients' understanding of treatment regimens. This study showed that teach-back significantly improved patients' self-efficacy even over as short a period as one month. It may be interesting to study the long-term effects of this simple but effective training method.
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