For over 30 years self-care (SC) ha

For over 30 years self-care (SC) has been a strategy used to promote active patient engagement in their care in partnership with health care providers for disease management.7e9 In SC, the patient learns specific assessment and treatment strategies to manage their usual care following a prescribed regimen and pa- rameters for when to notify their health care providers. Building on the original theory of SC by Orem, Riegel and Dickson developed a situation-specific theory for HF SC.8 Self-care activities for HF include adhering to a treatment plan, monitoring and recognizing symptoms, taking appropriate actions to manage symptoms, and evaluating the effectiveness of their actions.10 Self-care is an approach supported by the American Heart Association (AHA) to reduce readmission rates and mortality in patients with HF.11 The situation-specific theory of HF SC was used as a theoretical framework as a foundation for concepts in this study.8
For patients to actively participate in SC, they must understand their disease process and treatment plan. Comprehensive patient education on disease management through diet and lifestyle modifications, medication administration, weight monitoring, and signs and symptoms of worsening condition are important con- cepts needed to be engaged in the SC process for HF. Nurses are often responsible to prepare patients with HF the knowledge required to appropriately manage their disease after discharge. In order to provide this type of comprehensive discharge education, nurses must have optimum knowledge of HF SC.12 In 2002, Albert et al reported significant gaps on HF SC, using a tool that had been developed to measure nurse knowledge on SC for HF in that study.12 Since Albert’s original study, findings from other studies further documented knowledge deficits about HF SC principles by nurses who care for patients with HF.13e19 Knowledge deficits identified across these studies were similar, including signs and symptoms associated with hypoperfusion (dizziness, confusion), evaluation of fluid status (weight, edema) and blood pressure, di- etary and medication restrictions and management, symptom management at home, and parameters for when to notify health care providers.12e19 For patients to have a thorough understanding about SC for HF, nurses must adequately convey these concepts during patient education.
Studies on interventions to improve nurse knowledge of HF SC principles are limited. In a study by Fowler, advanced practice nurses (CNSs and nurse practitioners) partnered with health care workers from various disciplines to provide education on various HF topics and the Teach Back (TB) method to community health nurses over a one year period.17 A variety of methods were used to deliver the education, including class presentations and health fairs, with reinforcement of content using electronic messages.17 In another study, a clinical nurse specialist student investigator pro- vided an educational intervention on HF to cardiac nurses. Partic- ipants in that study were asked to rate their knowledge of HF on a 0e10 point scale as well as complete a knowledge assessment tool.18 In both of these studies, nurses’ knowledge of HF SC prin- ciples was measured before and after the educational intervention. Results from both studies showed that test scores after the in- terventions increased, but with insignificant differences.17,18 Nurses who have a better understanding of SC for HF may provide more effective SC patient education.12 Therefore, strategies to improve nurse knowledge about SC for HF are needed.
One component of patient education is to evaluate under- standing of content delivered.20,21 One strategy to assess the pa- tient’s understanding following education is through a process known as “Teach Back.”20 Teach Back is a method to assess learners’ understanding by asking them to state back in their own words what they heard or understood after education is provided. A key purpose of using TB is to assess the effectiveness of the educator’s ability to convey concepts to the learner. The Joint Commission,
Institute for Healthcare Improvement (IHI), and the Agency for Healthcare Research and Quality (AHRQ) promote TB as a “best practice” to enhance patient knowledge and improve transitions from acute care settings to the home environment21e23 To facilitate these transitions of care, the IHI recommends efforts to improve education and support for self-management as potential means to reduce avoidable readmissions. Further, the IHI supports the use of TB as a strategy to close gaps in understanding of concepts provided during education between health care providers and patients to assess their ability to perform SC.23 The AHRQ promotes the use of TB as a top patient safety practice in asking patients to recall in- formation they have been told as a means to improve assessment of patient understanding during education.22 The TB method assesses knowledge during patient education and allows for immediate remediation and clarification of concepts if inaccurate. Using this approach may better inform the nurse what the patient actually understands, with an opportunity to immediately clarify any misunderstandings.
The TB method has been used for HF education; however, published reports of outcome studies are limited.17,24,25 Fowler described the use of TB for HF SC education; however, she did not describe the content presented nor an assessment of the nurses’ ability to apply TB during patient education.17
The study aim was to evaluate the effect of a comprehensive educational intervention on nurse knowledge on HF SC principles, including the use of TB for patient education for HF, and to evaluate the sustainability of knowledge gained over time. A secondary aim of the study was to assess nurses’ perception of the educational intervention.

ผลลัพธ์ (อังกฤษ) 2:

For over 30 years self-care (SC) has been a strategy used to promote active patient engagement in their care in partnership with health care providers for disease management.7e9 In SC, the patient learns specific assessment and treatment strategies to manage their usual care. following a prescribed regimen and pa- rameters for when to notify their health care providers. Building on the original theory of SC by Orem, Riegel and Dickson developed a situation-specific theory for HF SC.8 Self-care activities for HF include adhering to a treatment plan, monitoring and recognizing symptoms, taking appropriate actions to manage symptoms, and. evaluating the effectiveness of their actions.10 Self-care is an approach supported by the American Heart Association (AHA) to reduce readmission rates and mortality in patients with HF.11 The situation-specific theory of HF SC was used as a theoretical framework as. Concepts for a Foundation in this Study.8
For patients to actively participate in SC, they must Understand their disease Process and Treatment Plan. Comprehensive patient education on disease management through diet and lifestyle modifications, medication administration, weight monitoring, and signs and symptoms of worsening condition are important con- cepts needed to be engaged in the SC process for HF. Nurses are often responsible to prepare patients with HF the knowledge required to appropriately manage their disease after discharge. In order to provide this type of comprehensive discharge education, nurses must have optimum knowledge of HF SC.12 In 2002, Albert et al reported significant gaps on HF SC, using a tool that had been developed to measure nurse knowledge on SC for HF in. that study.12 Since Albert's original study, findings from other studies further documented knowledge deficits about HF SC principles by nurses who care for patients with HF.13e19 Knowledge deficits identified across these studies were similar, including signs and symptoms associated with hypoperfusion (dizziness,. confusion), evaluation of fluid status (weight, edema) and blood pressure, di- etary and medication restrictions and management, symptom management at home, and parameters for when to notify health care providers.12e19 For patients to have a thorough understanding about SC. for HF, nurses must adequately convey during these Patient Education Concepts.
Studies on interventions to improve nurse HF SC Knowledge of principles are Limited. In a study by Fowler, advanced practice nurses (CNSs and nurse practitioners) partnered with health care workers from various disciplines to provide education on various HF topics and the Teach Back (TB) method to community health nurses over a one year period.17 A. variety of methods were used to deliver the education, including class presentations and health fairs, with reinforcement of content using electronic messages.17 In another study, a clinical nurse specialist student investigator pro- vided an educational intervention on HF to cardiac nurses. Partic- ipants in that study were asked to rate their knowledge of HF on a 0e10 point scale as well as complete a knowledge assessment tool.18 In both of these studies, nurses' knowledge of HF SC prin- ciples was measured before and after the. educational intervention. Results from both studies showed that test scores after the in- terventions increased, but with insignificant differences.17,18 Nurses who have a better understanding of SC for HF may provide more effective SC patient education.12 Therefore, strategies to improve nurse knowledge about. SC for HF are needed.
One Component of Patient Education is to evaluate under-standing of content Delivered.20,21 One Strategy to Assess the Pa's understanding following Tient Through Education is a Process Known as "Teach Back." 20 Teach is Back. a method to assess learners' understanding by asking them to state back in their own words what they heard or understood after education is provided. A key purpose of using TB is to assess the effectiveness of the educator's ability to convey concepts to the learner. The Joint Commission,
Institute for Healthcare Improvement (IHI), and the Agency for Healthcare Research and Quality (AHRQ) Promote TB as a "Best Practice" to Enhance Patient Knowledge and improve transitions from acute Care settings to the Home Environment21e23 To facilitate these transitions. of care, the IHI recommends efforts to improve education and support for self-management as potential means to reduce avoidable readmissions. Further, the IHI supports the use of TB as a strategy to close gaps in understanding of concepts provided during education between health care providers and patients to assess their ability to perform SC.23 The AHRQ promotes the use of TB as a top patient safety practice. in asking patients to recall in- formation they have been told as a means to improve assessment of patient understanding during education.22 The TB method assesses knowledge during patient education and allows for immediate remediation and clarification of concepts if inaccurate. May better inform the nurse using this approach actually understands what the Patient, with an opportunity to immediately clarify any misunderstandings.
The TB method has been used for HF Education; however, published reports of outcome studies are limited.17,24,25 Fowler described the use of TB for HF SC education; however, She did not describe the content Presented nor an Assessment of the nurses' ability to apply during TB Patient Education.17
The AIM Study was to evaluate the Effect of a Comprehensive Educational intervention on nurse Knowledge on SC HF principles, including the use of. TB for patient education for HF, and to evaluate the sustainability of knowledge gained over time. A secondary aim of the study was to assess nurses' perception of the educational intervention.

ผลลัพธ์ (อังกฤษ) 3:

For over 30 years self-care (SC) has been a strategy used to promote active patient engagement in their care in partnership. With health care providers for disease management.7e9, In SC the patient learns specific assessment and treatment strategies. To manage their usual care following a prescribed regimen and pa - rameters for when to notify their health care providers.Building on the original theory of SC, by Orem Riegel and Dickson developed a situation-specific theory for HF SC.8 Self-care. Activities for HF include adhering to a, treatment plan monitoring and recognizing symptoms taking appropriate, actions. To manage symptoms and evaluating, the effectiveness of their actions.10 Self-care is an approach supported by the American Heart Association (AHA) to reduce readmission rates and mortality. In patients with HF.11 The situation-specific theory of HF SC was used as a theoretical framework as a foundation for concepts. In this study.8
For patients to actively participate, in SC they must understand their disease process and treatment plan.Comprehensive patient education on disease management through diet and lifestyle modifications medication administration,,, Weight monitoring and signs, and symptoms of worsening condition are important con - cepts needed to be engaged in the SC. Process for HF. Nurses are often responsible to prepare patients with HF the knowledge required to appropriately manage. Their disease after discharge.In order to provide this type of comprehensive discharge education nurses must, have optimum knowledge of HF SC.12, In 2002 Albert. Et al reported significant gaps on, HF SC using a tool that had been developed to measure nurse knowledge on SC for HF in. That study.12 Since Albert ', s original studyFindings from other studies further documented knowledge deficits about HF SC principles by nurses who care for patients. With HF.13e19 Knowledge deficits identified across these studies, were similar including signs and symptoms associated with. Hypoperfusion, (dizziness confusion), evaluation of fluid status (weight edema), and, blood pressureDi - etary and medication restrictions and management symptom management, at home and parameters, for when to notify health. Care providers.12e19 For patients to have a thorough understanding about SC for HF nurses must, adequately convey these. Concepts during patient education.
Studies on interventions to improve nurse knowledge of HF SC principles are, limited. In a study, by FowlerAdvanced practice nurses (CNSs and nurse practitioners) partnered with health care workers from various disciplines to. Provide education on various HF topics and the Teach Back (TB) method to community health nurses over a one year period.17. A variety of methods were used to deliver, the education including class presentations and, health fairs