Low health literacy affects overall health and is associated with poor chronic disease self-management and medically underserved populations. The purpose of this project was to promote health literacy by utilizing the teach back method to deliver culturally sensitive information to enhance knowledge about the risks, management, and prevention of hypertension among Native Hawaiians and Pacific Islanders in a rural primary care clinic in Northern Oahu. Pender’s Health Promotion Model was used to guide the creation of this intervention and the Institute for Healthcare Improvement Model was used to guide implementation. Item responses on the High Blood Pressure Questionnaire were used to investigate the efficacy of the teach back method in improving hypertension knowledge pre-and post intervention. Responses were analyzed using an Excel spreadsheet for descriptive data.
Eight participants identifying as either Native Hawaiian or Pacific Islander aged 35 and over were included in the DNP project. Each answered a questionnaire prior to the intervention, received a one-on-one teach back session, then participated in a telephone interview one week later to complete the post-questionnaire. The results indicated that there was improvement in at least four of the responses from pre to post-intervention. There was no change in four of the item responses as participants had correct knowledge before and after the intervention. Overall, providers should be encouraged to utilize the teach back method when delivering culturally sensitive information to improve their patients’ outcomes.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/626662 |
| Date | January 2017 |
| Creators | Austin, Priscilla, Austin, Priscilla |
| Contributors | Knight, Elizabeth, Love, Rene, Knight, Elizabeth, Love, Rene, Davis, Mary |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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