Volume 34, Issue 1 (Winter 2026)
Avicenna J Nurs Midwifery Care 2026, 34(1): 1-11 |
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Ethics code: IR.IAU.KHUISF.REC.1403.472
Clinical trials code: IRCT20241229064205N1
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zeighamian M, Barkhordari-Sharifabad M. Effect of Discharge Education Using the Teach-Back Method on Anxiety in Family Caregivers of Patients Hospitalized in Intensive Care Units: A Randomized Clinical Trial. Avicenna J Nurs Midwifery Care 2026; 34 (1) :1-11
URL: http://nmj.umsha.ac.ir/article-1-3356-en.html
URL: http://nmj.umsha.ac.ir/article-1-3356-en.html
1- Department of Nursing, YMS. C., Islamic Azad University, Yazd, Iran
2- Department of Nursing, YMS. C., Islamic Azad University, Yazd, Iran ,barkhordary.m@gmail.com
2- Department of Nursing, YMS. C., Islamic Azad University, Yazd, Iran ,
Abstract: (668 Views)
Background and Objective: Discharge education can effectively reduce anxiety in family caregivers of patients hospitalized in intensive care units (ICU). This study aimed to determine the effect of teach-back discharge education on the anxiety levels of these caregivers.
Materials and Methods: This randomized clinical trial, conducted in 2025, included 76 caregivers of ICU patients at Shahid Rahnemoon Hospital in Yazd, Iran, who were randomly assigned to experimental and control groups. The educational intervention consisted of three consecutive daily sessions lasting 45 to 60 minutes, emphasizing continuous feedback. Caregivers’ anxiety levels were measured before and after the intervention using the Spielberger State Anxiety Inventory. Data were analyzed using descriptive and inferential statistics (independent and paired t-tests) in SPSS (version 16).
Results: The mean anxiety score before the intervention in the experimental and control groups was 45.36 ± 14.57 and 46.68 ± 13.54, respectively, with no statistically significant difference between them (P = 0.728). After the intervention, the mean anxiety scores decreased to 42.62 ± 14.35 and 44.31 ± 13.24 in the experimental and control groups, respectively, with a significant reduction in both groups (P < 0.001). However, the difference in anxiety reduction between the groups was not statistically significant (P = 0.597).
Conclusion: Although anxiety reduction was greater in the experimental group, the difference was not statistically significant, and teach-back education did not demonstrate a clear advantage over routine education. It is recommended that the effect of the teach-back method be examined in larger samples with long-term follow-up.
Materials and Methods: This randomized clinical trial, conducted in 2025, included 76 caregivers of ICU patients at Shahid Rahnemoon Hospital in Yazd, Iran, who were randomly assigned to experimental and control groups. The educational intervention consisted of three consecutive daily sessions lasting 45 to 60 minutes, emphasizing continuous feedback. Caregivers’ anxiety levels were measured before and after the intervention using the Spielberger State Anxiety Inventory. Data were analyzed using descriptive and inferential statistics (independent and paired t-tests) in SPSS (version 16).
Results: The mean anxiety score before the intervention in the experimental and control groups was 45.36 ± 14.57 and 46.68 ± 13.54, respectively, with no statistically significant difference between them (P = 0.728). After the intervention, the mean anxiety scores decreased to 42.62 ± 14.35 and 44.31 ± 13.24 in the experimental and control groups, respectively, with a significant reduction in both groups (P < 0.001). However, the difference in anxiety reduction between the groups was not statistically significant (P = 0.597).
Conclusion: Although anxiety reduction was greater in the experimental group, the difference was not statistically significant, and teach-back education did not demonstrate a clear advantage over routine education. It is recommended that the effect of the teach-back method be examined in larger samples with long-term follow-up.
Keywords: Anxiety, Caregivers, Clinical trial, Education, Family, Intensive care unit, Patient discharge, Teach-back method
Type of Study: Original Research |
Subject:
Nursing
Received: 2025/09/14 | Accepted: 2025/12/2 | Published: 2026/04/18
Received: 2025/09/14 | Accepted: 2025/12/2 | Published: 2026/04/18
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