Skip to main content

Table 2 Overview of training materials and activities developed for the 2-h Teach-Back training session

From: Enhancing communication skills for telehealth: development and implementation of a Teach-Back intervention for a national maternal and child health helpline in Australia

Module 1 - Introduction to Teach-Back:
Overview of evidence supporting Teach-Back, why asking “do you understand?” is ineffective to check understanding, emphasis on provider to explain properly, when to use Teach-Back, example phrases, and how to manage when someone cannot Teach-Back.
Module 2 – Teach-Back in practice:
Why use Teach-Back over the phone (includes video described below), indications of caller engagement and understanding, role play activities, reflections on role play, strategies for mastering Teach-Back.
(< 2 min) developed to illustrate Teach-Back in practice, with an articulate caller in a comfortable home being distracted by a young child. This was to highlight the importance of a universal precautions approach, because nurses cannot see what is going on behind the scenes or whether the caller is fully engaged, and ability to absorb information can be situational.
Paper handouts were kept to a minimum for practical reasons. Nurses received 2 double-sided pages: one (blue) with a list of Teach-Back strategies and examples of what is Teach-Back and what is not; the other (orange) with suggestions for when to use Teach-Back and what to do when the caller cannot teach back.
Role play:
Nurses had their backs to each other during the role play to simulate the telephone environment. One person was the “caller”, and used a familiar scenario. The other person was the “nurse” and used the Teach-Back method to confirm understanding. Following the role-plays nurses discussed the experiences as a group. Group 1 had a single role-play session. Group 2 had two role-plays, and participants chose different partners for the different role plays.