Effectiveness of the teach-back method in improving self-care activities in postmenopausal women

Bahri, Narjes and Saljooghi, Sharareh and Noghabi, Ali Delshad and Moshki, Mahdi (2018) Effectiveness of the teach-back method in improving self-care activities in postmenopausal women. Menopause Review/PrzeglÄ…d Menopauzalny, 17 (1). pp. 5-10.

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Official URL: http://dx.doi.org/10.5114/pm.2018.74896

Abstract

Introduction: Menopause is a physiological process during which women can improve their quality of life by taking proper self-care measures. Performing self-care requires proper and effective training. The present study was conducted to investigate the effect of self-care training programs based on the teach-back method on the self-care status in postmenopausal women. Material and methods: The present clinical trial was conducted in 2016 in Gonabad, in the east of Iran. Eighty postmenopausal women, whose last menstrual period was 1-5 years earlier, were randomly allocated to an intervention group (n = 40) and a control group (n = 40). The intervention group attended four 45-minute sessions of a training program based on the teach-back method on the principles of self-care during menopause, whereas the control group received no training. Knowledge and self-care status were assessed in all subjects before and one month after implementing the training program. The data were analysed in SPSS-20. P < 0.05 was set as the level of statistical significance. Results: Before the intervention, no significant differences were observed between the two groups in terms of demographic variables, including age, occupation, level of education, and the time elapsed since the last menstrual period (p > 0.05). No significant differences were observed between the two groups also in terms of the score of knowledge about menopause and self-care practice before the intervention (p > 0.05). The mean scores of knowledge and self-care were found to be significantly higher in the intervention group compared to those in the controls one month after the intervention (p < 0.0001 and p = 0.001, respectively). Statistically significant differences were observed between the two groups in terms of the change scores of knowledge and self-care practice before and one month after the intervention (p < 0.05). Conclusions: The results showed that the self-care education program based on the teach-back method improves the self-care activities in postmenopausal women. It is therefore recommended that healthcare providers apply this method in menopausal care training programs.

Item Type: Article
Subjects: R Medicine > RT Nursing
Depositing User: Unnamed user with email eprints@gmu.ac.ir
Date Deposited: 03 Jul 2018 09:42
Last Modified: 03 Jul 2018 09:42
URI: http://eprints.gmu.ac.ir/id/eprint/401

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