IMPACT OF TEACH-BACK METHOD ON ILLNESS PERCEPTION AND SELF-EFFICACY IN PATIENTS WITH CORONARY ARTERY DISEASE

Main Article Content

Muneera Eidha Althubiti
Zafar Ahmad
Manal Talal Aljoed
Mona Eidah Hai Alsofyni
Amani Awd Alzaidi
Noura Shehiman Albaqmi
Sadyah Jameel Hilali
Reyof Abdullah Almalki
Sara Hassan Juman Alzahrni
Amira Hamid Almutairi
Alaa Ali Alharthi

Keywords

Teach-Back Method, Illness Perception, Self-Efficacy, Coronary Artery Disease.

Abstract

Background: We conducted a study to investigate how the teach-back technique affects patients' perception of their illness and their confidence in managing it. The study focused specifically on individuals diagnosed with coronary artery disease.


Aim: The purpose of the systematic review is to carefully analyze the existing literature on the teach-back method that is linked with illness perception and self-efficacy of patients facing coronary artery disease.


Method: To uncover valuable studies published from 2013 to 2023, an extensive search was systematically undertaken across various databases such as PubMed and Google Scholar. Only English articles were selected for this study, focusing on the teach-back method and its impact on how patients perceive their illness and their confidence in managing coronary artery disease. Moreover, the selected articles needed to utilize widely recognized scales for measuring purposes while offering valuable insights into the impact of the teach-back method on patients' well-being within a hospital environment. After initial screening and quality assessment, n = 10 studies were included in the synthesis. 


Results: The study unveiled a strong correlation between the teach-back method and the perception of illness and self-efficacy in patients diagnosed with coronary artery disease. The effectiveness of the teach-back technique used by healthcare providers is closely tied to the way patients perceive illness and their level of self-confidence. The teach-back method has been proven highly advantageous in diminishing patients' perception of illness and fostering a positive impact on their ability to manage it. 


Conclusion: The review highlights the importance of the teach-back method in enhancing patients' comprehension of their illness and boosting their confidence in effectively managing it during their medical journey. The research findings have confirmed the Teach-Back Method's potential as a highly valuable educational strategy for improving self-care behaviors, illness perception, and self-efficacy among patients suffering from coronary artery disease.

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