Application of teach-back education model in patients with permanent enterostomy

Abstract

Objective To explore the application effect of teach-back education model on patients with permanent enterostomy and its impact on patients' health literacy, self-care ability and psychological toughness. Methods By convenient sampling, a total of 70 patients with permanent enterostomy after rectal cancer surgery, who were admitted to Department of Gastrointestinal Surgery, Yantai Affiliated Hospital of Binzhou Medical University from January to October 2019 were selected as research subjects. An enterostomy education program according to teach-back education model was performed on the patient's admission, before and after surgery, at discharge and on enterostomy outpatient. Before and after the intervention, Health Literacy Management Scale (HLMS) , Exercise of Self-Care Agency Scale (ESCA) , and Connor Davidson Resilience Scale (CD-RISC) were used to evaluate patients' health literacy, self-care ability, and psychological toughness. Results In terms of health literacy, the HLMS dimensions scores of willingness to financial support, ability to communicate and interact, and willingness to improve health were higher than those before intervention with significant statistical difference (P<0.05) . The ESCA dimensions scores of patients' self-care skills, self-responsibility, self-concept, and health knowledge level after intervention were significantly higher than those before intervention (P<0.05) . The CD-RISC dimensions scores of the patients' toughness, strength and optimism after intervention were higher than those before intervention with significant statistical difference (P<0.05) . Conclusions The implementation of teach-back education for patients with permanent enterostomy can significantly improve the health literacy and self-care ability of patients, and improve their psychological toughness. Key words: Enterostomy; Healthl iteracy; Self care; Teach-back education; Psychological toughness