Objective:

To compare the effects of Teach-Back and pictorial instruction methods on self-efficacy and quality of life in patients with leukemia, focusing on primary outcomes such as self-efficacy scores and quality of life assessments.

Key Findings:

• Both Teach-Back and pictorial instruction improved self-efficacy and quality of life in leukemia patients, with Teach-Back demonstrating superior effectiveness in enhancing self-efficacy.
• Educational interventions are crucial for improving self-care and reducing dependence on healthcare services, highlighting the need for continued research in this area.

Interpretation:

The study underscores the importance of innovative educational methods in enhancing self-efficacy and quality of life among leukemia patients, with Teach-Back showing superior effectiveness, suggesting a need for broader implementation in clinical practice.

Limitations:

• The study was limited to a single oncology clinic, which may affect generalizability, and the sample size of 90 patients may not be sufficient to draw broad conclusions, potentially introducing biases.

Conclusion:

Implementing effective educational strategies like Teach-Back can significantly empower leukemia patients, improving their self-efficacy and quality of life, and should be considered in future healthcare practices.