The Effect of Teach-Back Education Method on the Self-Efficacy of Foot Wound Care in Patients with Diabetes Mellitus: An Interventional Study.
Efforts to improve self-efficacy in patients with diabetes can play an effective role in improving treatment outcomes. Therefore, the present study was conducted to determine the effect of teach-back education on patients' self-efficacy in diabetic foot ulcer care.
In this quasi experimental study, 54 patients with diabetic foot ulcers referred to the diabetes clinic in the city of Saghez City, Iran, in 2023 were selected by a convenience sampling method and then randomly assigned to intervention and control groups. In the intervention group, teach-back education was implemented in four 45-minute sessions according to a structured program. The Diabetic Foot Care Self-Efficacy Scale was used to measure self-efficacy before and 30 days after the intervention in both groups. Data were analyzed using Mann-Whitney, Chi-square, Fisher's exact, and Wilcoxon tests using SPSS version 17.
According to the results, the intervention and control groups were homogeneous in terms of demographic characteristics and levels of self-efficacy before the intervention (p < 0.001). However, after the intervention, the self-efficacy level for diabetic foot ulcer care increased in both groups (p < 0.001). However, the mean difference in self-efficacy score was significantly higher in the intervention group compared to the control group (p < 0.001).
The present study showed that the teach-back educational method can increase self-efficacy for diabetic foot ulcer care among patients. Therefore, it is recommended to use teach-back education in the educational programs of medical centers to improve the self-efficacy of patients with diabetic foot ulcers.
In this quasi experimental study, 54 patients with diabetic foot ulcers referred to the diabetes clinic in the city of Saghez City, Iran, in 2023 were selected by a convenience sampling method and then randomly assigned to intervention and control groups. In the intervention group, teach-back education was implemented in four 45-minute sessions according to a structured program. The Diabetic Foot Care Self-Efficacy Scale was used to measure self-efficacy before and 30 days after the intervention in both groups. Data were analyzed using Mann-Whitney, Chi-square, Fisher's exact, and Wilcoxon tests using SPSS version 17.
According to the results, the intervention and control groups were homogeneous in terms of demographic characteristics and levels of self-efficacy before the intervention (p < 0.001). However, after the intervention, the self-efficacy level for diabetic foot ulcer care increased in both groups (p < 0.001). However, the mean difference in self-efficacy score was significantly higher in the intervention group compared to the control group (p < 0.001).
The present study showed that the teach-back educational method can increase self-efficacy for diabetic foot ulcer care among patients. Therefore, it is recommended to use teach-back education in the educational programs of medical centers to improve the self-efficacy of patients with diabetic foot ulcers.