Iranian journal of nursing and midwifery research · 2026
The Effect of Teach-Back Education Method on the Self-Efficacy of Foot Wound Care in Patients with Diabetes Mellitus: An Interventional Study.
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Molodi Kimia, Bahmanpour Kaveh, Rafiei Fateme, Mahmoudi Mokhtar
Аннотация
BACKGROUND: Efforts to improve self-efficacy in patients with diabetes can play an effective role in improving treatment outcomes. Therefore, the present study was conducted to determine the effect of teach-back education on patients' self-efficacy in diabetic foot ulcer care.
MATERIALS AND METHODS: In this quasi experimental study, 54 patients with diabetic foot ulcers referred to the diabetes clinic in the city of Saghez City, Iran, in 2023 were selected by a convenience sampling method and then randomly assigned to intervention and control groups. In the intervention group, teach-back education was implemented in four 45-minute sessions according to a structured program. The Diabetic Foot Care Self-Efficacy Scale was used to measure self-efficacy before and 30 days after the intervention in both groups. Data were analyzed using Mann-Whitney, Chi-square, Fisher's exact, and Wilcoxon tests using SPSS version 17.
RESULTS: According to the results, the intervention and control groups were homogeneous in terms of demographic characteristics and levels of self-efficacy before the intervention (p < 0.001). However, after the intervention, the self-efficacy level for diabetic foot ulcer care increased in both groups (p < 0.001). However, the mean difference in self-efficacy score was significantly higher in the intervention group compared to the control group (p < 0.001).
CONCLUSIONS: The present study showed that the teach-back educational method can increase self-efficacy for diabetic foot ulcer care among patients. Therefore, it is recommended to use teach-back education in the educational programs of medical centers to improve the self-efficacy of patients with diabetic foot ulcers.
MATERIALS AND METHODS: In this quasi experimental study, 54 patients with diabetic foot ulcers referred to the diabetes clinic in the city of Saghez City, Iran, in 2023 were selected by a convenience sampling method and then randomly assigned to intervention and control groups. In the intervention group, teach-back education was implemented in four 45-minute sessions according to a structured program. The Diabetic Foot Care Self-Efficacy Scale was used to measure self-efficacy before and 30 days after the intervention in both groups. Data were analyzed using Mann-Whitney, Chi-square, Fisher's exact, and Wilcoxon tests using SPSS version 17.
RESULTS: According to the results, the intervention and control groups were homogeneous in terms of demographic characteristics and levels of self-efficacy before the intervention (p < 0.001). However, after the intervention, the self-efficacy level for diabetic foot ulcer care increased in both groups (p < 0.001). However, the mean difference in self-efficacy score was significantly higher in the intervention group compared to the control group (p < 0.001).
CONCLUSIONS: The present study showed that the teach-back educational method can increase self-efficacy for diabetic foot ulcer care among patients. Therefore, it is recommended to use teach-back education in the educational programs of medical centers to improve the self-efficacy of patients with diabetic foot ulcers.