Abstract

Hypertension remains one of the most common yet uncontrolled chronic diseases among older adults. Medication adherence is a vital part in managing uncontrolled hypertension. The purpose of this QI project was to evaluate the effectiveness of using the teach-back method on improving anti-hypertension medication adherence of hypertensive older adult patients age 65 to 75 with at least two uncontrolled blood pressure readings during their most recent clinic visit in the past 6 months. Medication adherence was assessed using the Hill-Bone Medication Adherence Scale (HB-MAS) before and after the intervention. Health literacy scores were also recorded prior to the intervention using the Rapid Estimate of Adult Literacy in Medicine - Short Form (REALM-SF). Blood pressure readings and HB-MAS scores were summarized by teach-back intervention periods. Changes in HB-MAS scores and blood pressure measures after the intervention were calculated (post – pre) and summarized descriptively. The effectiveness of using the teach-back method in improving the adherence of medication was demonstrated. The results showed a statistically significant improvement in medication adherence of p-value = 0.0001 with a mean (SD) difference of -1.4 (2.65), on the HB-MAS scale, which represented an 11% reduction in the mean HB-MAS score from baseline.

Currently, there are very few studies that aim to evaluate health literacy and medication adherence consistently, even though both are required at an adequate level for treatment adherence and adequate patient outcomes. Teach-back is a tool that can be used in small time increments in an outpatient setting to increase adherence and close patient-provider communication gaps.

Description

Tool(s) Used: The Hill-Bone Medication Adherence Scale (HB-MAS) and the Rapid Estimate of Adult Literacy in Medicine-Short Form (REALM-SF)

Author Details

Chelsea Hall-McArthur, DNP, APRN, FNP-BC

Sigma Membership

Alpha Alpha Epsilon

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Quality Improvement

Research Approach

Translational Research/Evidence-based Practice

Keywords:

Teach-Back Training, Medication Adherence, Hypertension, Older Adults, Older Veterans, Health Literacy

Advisors

Kines, Erica||Christopher, Roberta||de Tantillo, Lila

Advisor

Erica Kines

Second Advisor

Roberta Christopher

Third Advisor

Lila de Tantillo

Degree

DNP

Degree Grantor

Jacksonville University

Degree Year

2021

Rights Holder

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All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Faculty Approved: Degree-based Submission

Acquisition

Self-submission

Date of Issue

2021-09-20

Full Text of Presentation

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