Modern Care Journal

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Background and Aim: Foot problems are common among patients with diabetes mellitus. In most cases, these problems finally result in amputation. The aim of this study was to investigate the impact of teach-back education on foot self-careamong patients with type II diabetes.Methods: This controlled quasi-experimental study was conducted on 70 patients with type II diabetes referring toBirjand Diabetes Clinic, Birjand, Iran. Patients were randomly and equally assigned to the teach-back and the controlgroups. The study data were collected via the Orem’s nursing assessment form and a researcher-made foot self-carebehaviors questionnaire. Based on patients’ educational needs and self-care deficits, foot self-care educations wereprovided personally and face-to-face to patients in the teach-back group in two to three sessions. Each session lasted 25–30 minutes. Patients in the control group received only the educations which were routinely provided in the studysetting. The study questionnaires were recompleted through interviewing participants seven days and also one and threemonths after the intervention. The analysis of the study data was performed via the SPSS software (v. 16.0). The studygroups were compared regarding patients’ demographic characteristics and foot self-care behaviors scores by conductingthe Chi-square, the Fisher’s exact, and the independent-samples t test. In addition, within-group comparisons wereperformed by doing within-group analysis of variance and the Bonferroni’s post hoc test at a significance level of 0.05.Results: The results of within-group analysis of variance and the Bonferroni’s post hoc test showed that in the teach-backgroup, the mean score of foot self-care at seven days and one and three months after the intervention was significantlyhigher than pretest readings (P<0.001). Moreover, all of the three pretest-posttest mean differences of self-care scores inthe teach-back group were significantly greater than the control group (P<0.001).Conclusion: One and three months after the study intervention, the mean score of foot self-care in the teach-back groupwas significantly higher than both the pretest readings in the same group and the control group. These findings imply thatteach-back education is effective in enhancing information retention. Using this technique in larger-scale studies isrecommended for improving patients’ self-care ability.

Keywords: Diabetes Mellitus, Type 2, Self Care, Education, Teach-Back Communication

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