Objective:

To evaluate the impact of the teach-back method on self-management behaviors and negative emotions in postoperative aortic dissection patients.

Approach:

• Statistical Analysis: Between-group comparisons were performed using independent t-tests or chi-square tests, with significance set at P < 0.05.

Key Findings:

• Teach-back group showed higher mastery of health education knowledge (96.19% vs. 88.57%; P = 0.037).
• Significant reduction in anxiety levels in the teach-back group (HAMA: 11.85 vs. 13.15; P = 0.037).
• Self-management scores improved significantly in knowledge level and self-protective skills in the teach-back group (P < 0.05).
• No significant differences in pain scores or postoperative complications between the groups.

Interpretation:

The teach-back method significantly enhances knowledge acquisition and reduces anxiety in postoperative aortic dissection patients.

Limitations:

• Study design was retrospective and not randomized.
• Potential biases due to sequential allocation of patients.

Conclusion:

The teach-back method shows potential as a beneficial adjunct to routine nursing care in enhancing patient outcomes.