Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study.

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  • Additional Information
    • Affiliation:
      Adult Literacy Research Center, Georgia State University, Atlanta
      Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, Georgia
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      BACKGROUND: Respiratory therapists (RTs) should communicate with patients in a way that leads to patients understanding their discharge plans and medical device instructions. The teach-back method is a patient-centered, health-literate technique that allows health care professionals to confirm patient understanding. The purpose of this mixed-methods pilot study was to measure the use of teach-back by first-year undergraduate RT students in a simulation-center experience after a 1-h teach-back skills training. METHODS: First-year RT students' health literacy knowledge and belief in communication skills were measured using a pre- and post- survey about their knowledge and beliefs. A 1-h health literacy and teach-back skills training lecture (ie, intervention) was delivered after the pre-testing. RT students were then assessed for teach-back use during a regularly scheduled simulation center experience. Their experiences were recorded in a semistructured interview immediately after the simulation-center experience. RESULTS: 14 of 20 RT students used teach-back in the simulation center. Knowledge scores increased from 8.278 to 8.944 postintervention, and the median scores for belief increased from 111 to 117 postintervention. There was a statistically significant postintervention increase in knowledge scores (P < .001) and in communication belief scores (P = .038). Thematic content analysis revealed 2 primary themes for teach-back use: to confirm patient understanding and to confirm proper use of medical devices. Teach-back was not used due to the discharge scenario used in the simulation center, due to the student forgetting and/or being nervous, due to how engaged the patient was, or due to individual communication style. CONCLUSIONS: Results from our pilot study indicate that RT students may benefit from a 1-h health literacy and teach-back skills training. Furthermore, we identified reasons why the teach-back method was not used and determined what communication training students perceived would be helpful. Our findings can be used to help improve and implement communication skills training in the RT curriculum.
    • Journal Subset:
      Allied Health; Blind Peer Reviewed; Double Blind Peer Reviewed; Editorial Board Reviewed; Expert Peer Reviewed; Peer Reviewed; USA
    • ISSN:
      0020-1324
    • MEDLINE Info:
      NLM UID: 7510357
    • Publication Date:
      20200109
    • Publication Date:
      20200116
    • DOI:
      http://dx.doi.org/10.4187/respcare.06896
    • Accession Number:
      141064444
  • Citations
    • ABNT:
      MAVRELES OGRODNICK, M. et al. Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study. Respiratory Care, [s. l.], v. 65, n. 1, p. 68–74, 2020. DOI 10.4187/respcare.06896. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=141064444. Acesso em: 7 ago. 2020.
    • AMA:
      Mavreles Ogrodnick M, Feinberg I, Tighe E, Czarnonycz CC, Zimmerman RD. Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study. Respiratory Care. 2020;65(1):68-74. doi:10.4187/respcare.06896
    • APA:
      Mavreles Ogrodnick, M., Feinberg, I., Tighe, E., Czarnonycz, C. C., & Zimmerman, R. D. (2020). Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study. Respiratory Care, 65(1), 68–74. https://doi.org/10.4187/respcare.06896
    • Chicago/Turabian: Author-Date:
      Mavreles Ogrodnick, Michelle, Iris Feinberg, Elizabeth Tighe, Catherine C. Czarnonycz, and Ralph D. Zimmerman. 2020. “Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study.” Respiratory Care 65 (1): 68–74. doi:10.4187/respcare.06896.
    • Harvard:
      Mavreles Ogrodnick, M. et al. (2020) ‘Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study’, Respiratory Care, 65(1), pp. 68–74. doi: 10.4187/respcare.06896.
    • Harvard: Australian:
      Mavreles Ogrodnick, M, Feinberg, I, Tighe, E, Czarnonycz, CC & Zimmerman, RD 2020, ‘Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study’, Respiratory Care, vol. 65, no. 1, pp. 68–74, viewed 7 August 2020, .
    • MLA:
      Mavreles Ogrodnick, Michelle, et al. “Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study.” Respiratory Care, vol. 65, no. 1, Jan. 2020, pp. 68–74. EBSCOhost, doi:10.4187/respcare.06896.
    • Chicago/Turabian: Humanities:
      Mavreles Ogrodnick, Michelle, Iris Feinberg, Elizabeth Tighe, Catherine C. Czarnonycz, and Ralph D. Zimmerman. “Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study.” Respiratory Care 65, no. 1 (January 2020): 68–74. doi:10.4187/respcare.06896.
    • Vancouver/ICMJE:
      Mavreles Ogrodnick M, Feinberg I, Tighe E, Czarnonycz CC, Zimmerman RD. Health-Literacy Training for First-Year Respiratory Therapy Students: A Mixed-Methods Pilot Study. Respiratory Care [Internet]. 2020 Jan [cited 2020 Aug 7];65(1):68–74. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=141064444