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<p>Patient knowledge is a key determinant of hypertension self-management and blood pressure control, yet data from underserved, community-based settings remain limited. We evaluated baseline hypertension knowledge in a predominantly Hispanic, rural population and assessed the short-term effectiveness of a brief teach-back educational intervention delivered in a community health setting. A four-item, Spanish-language version of the Hypertension Knowledge-Level Scale, shortened for feasibility in fast-paced outreach settings, was administered before and immediately after a teach-back session at a free community health fair on the U.S.–Mexico border. Among 30 Spanish-speaking participants (73% female; 30% with a prior hypertension diagnosis), the percentages who responded correctly to the three knowledge questions were 51.7%, 34.5%, and 27.6%, respectively, at baseline, increasing to 100% (<i>p</i> &lt; 0.001), 79.3% (<i>p</i> = 0.021), and 93.1% (<i>p</i> = 0.004) after teach-back. The median total knowledge score increased from 1.0 (interquartile range [IQR] = 2.0) to 3.0 (IQR = 0.0). Participants reporting being “very comfortable” interpreting blood pressure readings increased from 29.6% to 55.2% (<i>p</i> &lt; 0.008). Female sex (<i>p</i> = 0.037) and higher educational attainment (<i>p</i> = 0.043) were independently associated with lower diastolic blood pressure values. Overall, substantial hypertension knowledge gaps were identified in this underserved Hispanic population. A brief teach-back educational session may represent a feasible, low-cost strategy for improving hypertension knowledge in resource-limited, community-based settings.</p>

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Hypertension Knowledge and Teach-Back Education at a Student-Led Clinic in a Medically Underserved Community

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月6日

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  • Jacobo Nieto,
  • Ernesto Robinson,
  • Sofia Gonzalez Higgins,
  • Kingsley Dah

摘要

Patient knowledge is a key determinant of hypertension self-management and blood pressure control, yet data from underserved, community-based settings remain limited. We evaluated baseline hypertension knowledge in a predominantly Hispanic, rural population and assessed the short-term effectiveness of a brief teach-back educational intervention delivered in a community health setting. A four-item, Spanish-language version of the Hypertension Knowledge-Level Scale, shortened for feasibility in fast-paced outreach settings, was administered before and immediately after a teach-back session at a free community health fair on the U.S.–Mexico border. Among 30 Spanish-speaking participants (73% female; 30% with a prior hypertension diagnosis), the percentages who responded correctly to the three knowledge questions were 51.7%, 34.5%, and 27.6%, respectively, at baseline, increasing to 100% (p < 0.001), 79.3% (p = 0.021), and 93.1% (p = 0.004) after teach-back. The median total knowledge score increased from 1.0 (interquartile range [IQR] = 2.0) to 3.0 (IQR = 0.0). Participants reporting being “very comfortable” interpreting blood pressure readings increased from 29.6% to 55.2% (p < 0.008). Female sex (p = 0.037) and higher educational attainment (p = 0.043) were independently associated with lower diastolic blood pressure values. Overall, substantial hypertension knowledge gaps were identified in this underserved Hispanic population. A brief teach-back educational session may represent a feasible, low-cost strategy for improving hypertension knowledge in resource-limited, community-based settings.