关键词: 回授法, 心血管内科, 跌倒高风险, 健康教育

Abstract: Objective To investigate the application of the teach-back method in health education for patients at a high risk of falls in department of cardiology, as well as its application effect through a comparative analysis. Methods A total of 80 patients at a high risk of falls who were admitted to Department of Cardiology in our hospital from January to December 2023 were enrolled as subjects, and the numbers of 1-80 were generated using a random number software. The 40 patients with even numbers were enrolled as control group and received conventional health education, and the 40 patients with odd numbers were enrolled as observation group and received health education with the teach-back method. The two groups were observed and compared in terms of the incidence rate of falls, the degree of mastering the knowledge of falls, and the scores of Modified Fall Efficacy Scale (MFES), Berg Balance Scale (BBS), and Enhanced Self-Care Ability Scale (ESCA) before and after intervention. Results The observation group had a significantly lower incidence rate of falls than the control group (P <0.05). After intervention, both groups had significant increases in MFES and BBS scores, and the observation group had significantly higher scores than the control group (P <0.05). After intervention, both groups had significant increases in the scores of each dimension of ESCA, and the observation group had significantly higher scores than the control group (P <0.05). The patients and their caregivers in the observation group had a significantly higher degree of mastering the knowledge of falls compared with those in the control group (P <0.05). Conclusion For patients at a high risk of falls in department of cardiology, health education with the teach-back method can further reduce the incidence rate of falls, improve fall efficacy and balance ability, enhance self-care ability, and increase the degree of mastering the knowledge of falls among patients and their caregivers.

Key words: Teach-back method, Department of cardiology, High risk of falls, Health education