Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition

Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition

Category: Research Design
Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition

Kathleen Porter, PhD, RD, Virginia Tech

(1) Identify how participant health literacy can impact the implementation and outcomes of a behavioral intervention.

(2) Describe the purpose of teach-back and teach-to-goal strategies.

(3) Identify how incorporating teach-back and teach-to-goal strategies in behavioral interventions may positively impact intervention implementation and outcomes.

(4) Recognize the importance of universally including health literacy strategies in behavioral interventions.

Kathleen Porter, PhD, RD, is a Post-Doctoral Associate in the Department of Human Nutrition, Foods, and Exercise at Virginia Tech. Her research and professional experiences have centered on exploring the effectiveness and implementation of behaviorally-focused nutrition education programs in community settings, particularly schools. At Virginia Tech, Kathleen is part of a team of researchers and public health professionals seeking to reduce sugar-sweetened beverage intake among adults and adolescents in southwest Virginia through the use of community-based nutrition education programs that incorporate health literacy strategies. Kathleen completed her undergraduate studies at the University of Connecticut and her graduate work at Teachers College Columbia University.

Using Teach-Back to Understand Participant Behavioral Self-Monitoring Skills Across Health Literacy Level and Behavioral Condition

http://www.jneb.org/article/S1499-4046(15)00637-5/abstract 

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