This study aimed to improve how patients with heart failure understand and manage their condition after leaving the hospital. Many heart failure patients are readmitted within 30 days due to confusion about their discharge instructions and difficulty following self-care routines. The study tested whether a structured discharge education session using the "teach-back" method-where patients repeated instructions in their own words-could help improve their knowledge and self-care behaviors. The goal was to reduce hospital readmissions and help patients feel more confident managing their heart failure at home.

Heart failure is a chronic and progressive condition affecting millions of adults in the United States. Despite advances in treatment, nearly one in four patients are readmitted to the hospital within 30 days of discharge, often due to poor understanding of discharge instructions and inadequate self-care. These readmissions contribute to worse health outcomes and increased healthcare costs.

This study evaluated the effectiveness of a structured discharge education intervention using the teach-back method. The teach-back method is a communication technique in which patients are asked to repeat discharge instructions in their own words. This approach helps confirm understanding, reinforce learning, and promote active engagement in self-care.

The study used a quasi-experimental, pre-test/post-test design to assess changes in patients' knowledge and self-care behaviors before and after the intervention. Participants were adults hospitalized with systolic heart failure (LVEF ≤ 40%) who meet specific clinical criteria. Each participant received a 30-minute individualized education session at discharge, covering key self-care topics such as medication adherence, symptom monitoring, fluid restriction, and dietary modifications. Printed educational materials from the American Heart Association were also provided.

To measure outcomes, participants completed the European Heart Failure Self-care Behavior Scale (EHFScB-9) before and after the intervention. Thirty-day readmission data was collected through a retrospective review of hospital records. The study aimed to determine whether teach-back education improved self-care behaviors and reduced 30-day readmission rates.

This project was reviewed and exempted by the Nova Southeastern University Institutional Review Board under Exempt Category 2. It aligned with national goals to improve patient education, reduce preventable readmissions, and enhance the quality of care for individuals with heart failure.

Inclusion Criteria:

• Adults aged 18 years and older
• Diagnosed with systolic heart failure with a left ventricular ejection fraction (LVEF) ≤ 40%
• Classified as New York Heart Association (NYHA) Class II, III, or IV
• Categorized as American College of Cardiology/American Heart Association (ACC/AHA) Stage C or D
• Currently hospitalized at the project site
• Able to read and understand English at an 8th grade reading level
• Have access to a smartphone or tablet capable of scanning QR codes and connecting to the internet
• Provide voluntary informed consent via the REDCap platform

Exclusion Criteria:

• Cognitive impairment
• Non-English speaking
• Unwilling to participate

Individual participant data (IPD) will not be shared for this study. The data collected will be used solely for the purposes of evaluating the effectiveness of the discharge teach-back education intervention on heart failure self-care behaviors and 30-day readmissions. All data will be stored securely and managed in compliance with HIPAA and IRB regulations. Due to the sensitive nature of health information and the limited scope of the study, there is no plan to make IPD publicly available.

Baseline data were available for all participants who enrolled (N = 57). Age eligibility was confirmed as ≥18 years. Sex/gender, race, and ethnicity were not collected.

From enrollment (hospital discharge education session) until end of follow-up, up to 30 days post-discharge.

Participants were monitored for serious and non-serious adverse events during the inpatient education session and through the 30-day post-discharge follow-up period via medical record review.

This was a single-site quality improvement study with a small sample size, which may limit generalizability of findings. Demographic data such as age, race, and ethnicity were not collected, which restricts subgroup analysis. The short follow-up period (30 days) may not capture long-term outcomes.