Michelle Mavreles Ogrodnick|Iris Feinberg|Elizabeth L. Tighe|Catherine C Czarnonycz|Ralph D Zimmerman
Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study
Georgia State University|Georgia State University|Georgia State University|Georgia State University|Georgia State University
h3backgroundh3 respiratory therapists rts communicate patients way leads patients understanding discharge plans medical device instructions teachback method patientcentered healthliterate technique allows health care professionals confirm patient understanding purpose mixedmethods pilot study measure use teachback firstyear undergraduate rt students simulationcenter experience 1h teachback skills training h3methodsh3 firstyear rt students9 health literacy knowledge belief communication skills measured using pre post survey knowledge beliefs 1h health literacy teachback skills training lecture ie intervention delivered pretesting rt students assessed teachback use regularly scheduled simulation center experience experiences recorded semistructured interview immediately simulationcenter experience h3resultsh3 14 20 rt students used teachback simulation center knowledge scores increased 8278 8944 postintervention median scores belief increased 111 117 postintervention statistically significant postintervention increase knowledge scores ipi lt 001 communication belief scores ipi 038 thematic content analysis revealed 2 primary themes teachback use confirm patient understanding confirm proper use medical devices teachback used due discharge scenario used simulation center due student forgetting andor nervous due engaged patient due individual communication style h3conclusionsh3 results pilot study indicate rt students may benefit 1h health literacy teachback skills training furthermore identified reasons teachback method used determined communication training students perceived would helpful findings used help improve implement communication skills training rt curriculum