Embed Size (px)
Citation preview
TEACH-BACK | AN ‘ALWAYS EVENT’TRAINING GUIDE
Upon completion of Part 1: The Basics and Part 2: Teach-back, the participant will be able to:1. Explain the importance of patient activation 2. Describe health literacy3. Demonstrate the use of plain language4. Describe teach-back and the ten key elements of teach-back5. Demonstrate effective use of teach-back communication skills6. Develop personal implementation plan for utilizing teach-back
GENERAL COMMENTS
The Teach-back Module includes the following resources: Teach-back Part 1 and 2 PowerPoint
Presentation (with speaker notes ) Training Guide (PDF) Poster (Word)* Agenda (Word)* Attendance Log (Word)* Teach-back Evaluation (Word)*
Handout: Plain Language Practice Worksheet (PDF)
Handout: Are You Using Teach-back? (PDF) Handout: 10 Elements of Competence for Using
Teach-back Effectively(PDF) Handout: Conviction and Confidence Scale (PDF) Teach-back Resource List (PDF)
TRAINING PREPARATION
1. Consider training preference, i.e., one three hour session or two 90 minute sessions.2. Modify the teach-back poster and agenda per your specific needs.3. If it is more convenient, you may separate the PowerPoint into two slide decks (Part 1 and Part 2) and
both the Agenda and Evaluation (Parts 1 and 2).4. Review the Always Use Teach-Back website. In particular, view the Interactive Teach-back Learning
Module http://www.teachbacktraining.org/interactive-teach-back-learning-module5. Review the Teach-back PowerPoint speaker notes. Don’t hesitate to contact Sally May at
[email protected] or 701.385.3889 with any questions regarding the training or resources.6. Review the Teach-back Resource List included in the Teach-back Module. This resource is primarily
intended for the trainer but may be disseminated at the training if desired.
DATE/TIIME The teach-back training is organized as two 90-minute sessions which could be provided one morning/afternoon or scheduled at two different times. The focus of Part 1 is primarily the basics of teach-back including patient activation, health literacy, and using plain language. Teach-back is demonstrated and practiced in Part 2. The value of providing the sessions on two different days is that it gives the attendees an opportunity to practice using plain language (Part 1) prior to incorporating plain language into the teach-back (Part 2).
SCHEDULE AGENDA CONTENT/RESOURCE
Teach-back Part 1: The Basics (90 minutes)Welcome(5 minutes)**If you prefer, remove the time for each activity (in parentheses) on the agenda.
Overview of Agenda
Slide 1-2. See speaker notes. Emphasize the discussion activities included throughout the training. The discussions support an “all teach – all learn” environment. Comments from previous training participants suggest that not only were the discussions beneficial but also were appreciated.
Discussion(5 minutes)
What consideration do you give health literacy in your interaction with patients?
Slides 3-4. See speaker notes. Limited consideration of health literacy is not an unusual finding at the beginning of the training.
Patient Activation (10 Patient experience
Page 1 of 4
minutes) Patient activation
Slides 5-12. See speaker notes. Encourage sharing personal experiences either your own or from audience.
Discussion(5 minutes)
Why is patient activation important?
Slide 13. See speaker notes.
Health Literacy(10 minutes)
Health literacy Universal communication principles
Slides 14-16. See speaker notes.
Discussion(5 minutes)
As healthcare professionals, why should we be concerned about health literacy?
Slide 17. See speaker notes. Encourage sharing your personal experience or from audience. We often discuss the value of patient activation for patients but we do not hear how it benefits healthcare professionals. You may consider asking the questions: How does improved patient activation benefit healthcare professionals? The answer: Less time spent in ED or admitting a patient for an avoidable cause, i.e, medication mismanagement, fewer phone calls for clarification of orders, etc. This would address the question, “What’s in it for me?”
Plain Language(10 minutes)
Plain language
Slide 18-20. See speaker notes. Bookmark on computer prior to training. If your organization allows the use of flash drives, the PowerPoint and video could be linked on a flash drive which saves the inconvenience of closing the PowerPoint then going to the online video.
Video: Keep It Simple for Safety videohttps://www.youtube.com/watch?v=XiBZjpy3ibs
Plain Language Practice(30 minutes)
Scenario – Heart Failure Scenario – Advance care planning
Slides 21-25. See speaker notes. You may use one or both of the Scenarios as appropriate. If you need assistance developing other patient stories that may be more relevant to your audience contact: Sally May at [email protected] or 701.385.3889 Each plain language exercise requires about 15 minutes. See speaker notes.
Handout: Teach-back Plain Language Practice WorksheetIncluded in Teach-back Module.
Discussion(5 minutes)
How can you use plain language?
Slide 26. See speaker notes.
Wrap-up/BreakFinal Discussion(5 minutes)
We’ve covered a considerable amount of information today, and I want to make sure that I clearly explained the value of providing relevant patient education. What explanation would you give a provider who questions the benefit of using plain language?
Slide 27. See speaker notes. If you have scheduled the training as a three-hour session, this is where a break would be scheduled. If you have scheduled two sessions for the training, you would provide a wrap-up of the Part 1 training and request the Part 1 evaluation be completed. Encourage practice using plain language and sharing experiences.
Page 2 of 4
Slide 28-29. See speaker notes. Skip these slides if you have scheduled a three-hour training session.
Slide 30. See speaker notes. Use this slide if a break is scheduled between Part 1 and Part B of the training.
Session 2: Teach-back (90 minutes)
Welcome (if needed)(5 minutes)
Overview of Agenda and ObjectivesSlide 31-32. See speaker notes. If your training was scheduled as two different sessions, start this session with the question: How was your experience using plain language?
Discussion(5 minutes)
Are you using teach-back?
Slides 33-34: See speaker notes.
Handout: Are You Using Teach-back? SurveyIncluded in Teach-back Module or may be accessed at:http:// www.ahrq.gov/sites/default/files/wysiwyg/professionals/quality- patient-safety/patient-family-engagement/pfeprimarycare/AreYouUsingTeachBack.pdf
Teach-back(15 minutes) Slides 35-45: See speaker notes.
Handout: 10 Elements of Competence for Using Teach-back EffectivelyIncluded in Teach-back Module or accessed at:http://www.teachbacktraining.org/assets/files/PDFS/Teach%20Back%20-%2010%20Elements%20of%20Competence.pdf
Video: Teach-back demonstrationhttp://www.youtube.com/watch?v=2N0gCzdVFnM
Discussion(5 minutes)
What is teach-back and several key elements of teach-back?
Slide 46. See speaker notes.
Teach-back Practice(35 minutes)
Slides 47-49. See speaker notes.
Handout: 10 Elements of Competence for Using Teach-back Effectively (used inprevious section)Included in Teach-back Module or accessed at:http://www.teachbacktraining.org/assets/files/PDFS/Teach%20Back%20-%2010%20Elements%20of%20Competence.pdf
Discussion(10 minutes)
How confident are you about using teach-back?
Slide: 50-51. See speaker notes.
Handout: Conviction and Confidence ScaleIncluded in Teach-back Module or accessed at:http://www.teachbacktraining.org/assets/files/PDFS/Teach%20Back%20-%20Conviction%20and%20Confidence%20Scale.pdf
Discussion(5 minutes)
How will you incorporate teach-back into your care for your patients/residents?
Slide: 52. See speaker notes.
Resources1. minutes)
Slide: 53. See speaker notes.Website: Always Use Teach-Back! website
http://www.teachbacktraining.org/
Handout: Teach-back Resource List
Page 3 of 4
(Use per your discretion. Included in Teach-back Module.)
Discussion(3 minutes)
We’ve covered a considerable amount of information today, and I want to make sure that I clearly explained the value of teach-back. What benefits does utilizing teach-back provide patients/residents?
Slide: 54. See speaker notes.
Wrap-up(2 minutes)
Wrap-up Evaluation
Slides: 55-56. See speaker notes.
Handout: EvaluationIncluded in teach-back module.
FOLLOW-UP TEACH-BACK AS AN “ALWAYS EVENT” – IMPLEMENTATION
1. Develop system-level “always event” implementation plan.
Resources: Always Events® Blueprint for Action. Picker Institute. The Always Events® Blueprint for Action provides a roadmap to assist healthcare organizations in using Always Events as a transformational tool to make rapid, dramatic advances in patient-centered care. December 2012. Available on IHI website: http://www.ihi.org/resources/Pages/Tools/AlwaysEventsBlueprintandSolutionsBook.aspx Always Events® Toolkit. Institute for Healthcare Improvement (IHI). The Always Events Toolkit is designed to support leaders and point-of-care teams in partnering with patients/individuals and family members to co-design, reliably implement, and spread care processes to dramatically improve care experiences for patients/individuals and family members. June 2016. http://www.ihi.org/Engage/Initiatives/PatientFamilyCenteredCare/Documents/IHIAlwaysEventsToolkit.pdf
Making Teach-back an Always Even. Always Use Teach-back!http://www.teachbacktraining.org/assets/files/PDFS/Teach%20Back%20-%20Making%20Teach-back.pdfTeach-Back: Implementation Quick Start Guide. The Guide to Improving Patient Safety in Primary Care Settings by Engaging Patients and Families. Agency for Healthcare Research and Quality. http://www.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-family-engagement/pfeprimarycare/TeachBack-QuickStartGuide.pdf
2. Share your experience and any feedback to improve the teach-back training with the Great Plains QIN.
Thank you. . .for your commitment to achieve not only improved patient communication but also
better patient health outcomes and increased staff and patient satisfaction.
For assistance contact:Sally May, RN, BSN, CH-GCN | Email: [email protected] | Phone 701-385-3889
Page 4 of 4
This material was prepared by the Great Plains Quality Innovation Network, the Medicare Quality Improvement Organization for Kansas, Nebraska, North Dakota and South Dakota, under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. The contents presented do not necessarily reflect CMS policy. 11S0W-GPQIN-ND-C3-98/0117
