Centrella-Nigro, A. M., Alexander, C. (2017). Using the teach-back method in patient education to improve patient satisfaction. Journal of Continuing Education in Nursing, 48(1), 47–52. Web.
The authors address the teach-back method used in the nursing profession as a way of confirming whether patients understand what one has explained to them about their health. The paper is about a study called quasi-experimental research learning that utilized two nursing units to check the influence of the teach-back method on consumer care system scores in a hospital. In the experiment, the researchers used a pretest-posttest that evaluated twenty-four nurses’ attitudes, knowledge, and beliefs concerning the method. Specialists offered a one-hour session on the technique to every nurse in the intervention unit. Despite realizing a significant improvement in the knowledge scores, it was established by the authors that more research is required on the effectiveness of the method.
Chukwuocha, U. C. (2018). The efficacy of the teach-back method on hypertension patients (Publication No. 13426078) [Clinical Scholarly Project, Brandman University]. ProQuest Dissertations Publishing. Web.
The author here addresses the issue of hypertension and how individuals suffering from this condition can be assisted using the teach-back method. When a patient understands more about their condition and how medical professionals such as doctors and nurses explain the issue to them, it is easy to manage their needs. The author claims that the lack of self-care practices by patients as well as non-adherence to treatment options and plans are some of the main reasons for the rising cases of hypertension. The author evaluated the teach-back method and its reliability in bettering the level of knowledge patients have about their health.
Eloi, H. (2021). Implementing teach‐back during patient discharge education. Nursing Forum (Hillsdale), 56(3), 766-771. Web.
The author’s aim through this paper is to determine how nurses grasped the teach-back method. Eloi also wanted to determine whether the knowledge by the nurses could be translated into a better assessment of patients’ understanding of discharge instructions. Most patients, after being discharged, fail to follow instructions given by the nurses and doctors. Instead of getting better, they end up becoming worse because they were unable to manage their conditions properly. Since nurses are close to the patients, the author wanted to determine whether they had enough knowledge about the method and if they could use it on the patients during the discharge process.
Harshitha, J., Satish, S., Shabaraya, A. R. (2021). Effectiveness of educational interventions to improve medication adherence among hypertensive patients. International Journal of Recent Advances in Multidisciplinary Topics, 2(9), 92–95. Web.
The paper is about a study conducted to determine the efficacy of educational interventions to better medication adherence among patients, particularly those with hypertension. The authors targeted to explain the effect of pharmacist’s interventions on the familiarity and awareness of the condition among patients. Knowledge is essential, especially when it has to do with an individual’s health. It enables the individual to take better care of them and follow instructions given by the doctor. At the end of this study, it was established that a pharmacist’s intervention has a significant impact in creating awareness concerning the condition.
Hickman, R. L., Clochesy, J. M., & Alaamri, M. (2021). Effects of an ehealth intervention on patient-provider interaction and functional health literacy in adults with hypertension. SAGE Open Nursing, 7, 237796082110058. Web.
The authors here tackle the issue of hypertension and how patients’ literacy concerning their health can be improved by eHealth intervention. The condition is chronic and life-limiting, impacting the lives of many U.S. citizens. Flexible factors, functional health literacy, and quality of the provider-patient interaction are connected to productive self-management. Nonetheless, the authors insist that less study has been conducted to address the flexible factors. An eHealth intervention system called eSMART-HTN proved a positive influence on the provider-patient interaction in contrast to an attention control condition. Even though the findings reported by the authors show promise, future study is required to optimize the efficacy of the eHealth intervention mentioned above.
Holman, C. K., Weed, L. D., Kelley, S. P. (2019). Improving provider use of the teach-back method. Journal for Nurses in Professional Development, 35(1), 52-53. Web.
The paper involves research whose aim is to improve patient health literacy through teaching the teach-back method to the acute care nurses. The study involved the administration of an assessment tool to check for knowledge as well as attitudes and the utilization of the method before and thirty days after an education session. Nursing professional development practitioners can utilize the results from the study to design a program to better health literacy levels among patients. A low level of literacy in health is a negative in the medical field as it is related to poor health outcomes, for instance, more inferior health status.
Hong, Y. R., Cardel, M., Suk, R., Vaughn, I. A., Deshmukh, A. A., Fisher, C. L., Pavela, G., Sonawane, K. (2019). Teach-back experience and hospitalization risk among patients with ambulatory care sensitive conditions: A matched cohort study. Journal of General Internal Medicine, 34(10), 2176-2184. Web.
Unnecessary hospitalizations and readmissions lead to a rise in spending and allegedly consist of one-third of the country’s total medical care expenses in the United States. It is estimated that fifteen percent of the whole hospital admissions in the country are for ACSCs. These are conditions for which individuals could avoid hospitalizations or reduced via proper management in primary care. This prompted the authors to carry out a study on how the teach-back method could help the situation. Their findings indicate that the approach leads to reduced danger of hospitalization for individuals with ACSCs, particularly those with type 2 diabetes.
Islam, F. M. A., Lambert, E. A., Islam, S. M. S., Islam, M. A., Biswas, D., McDonald, R., Maddison, R., Thompson, B., Lambert, G. W. (2021). Lowering blood pressure by changing lifestyle through a motivational education program: A cluster randomized controlled trial study protocol. Trials, 22(1), 1–11. Web.
One of the risk factors of cardiovascular disease is high blood pressure. The authors claim that it is also a significant cause of disability or death. Through a study, they aimed to evaluate the impact of physical activity as well as a lifestyle change in managing high blood pressure. They intended to develop new proof to show that a simple lifestyle implemented in regions of low plus middle income can provide better blood pressure parameters for individuals with various chronic illnesses by engaging community people. Lifestyles, as well as behavioral adjustments, have been seen to be productive and successful in lowering blood pressure. The two also have been shown to slow down the development of hypertension-related cardiovascular diseases.
Khademian, Z., Kazemi Ara, F., Gholamzadeh, S. (2020). The effect of self-care education based on Orem’s nursing theory on quality of life and self-efficacy in patients with hypertension: A quasi-experimental study. International Journal of Community Based Nursing and Midwifery, 8(2), 140–149. Web.
Betterment of life quality, as well as self-efficacy of individuals with hypertension, is essential. The study conducted by the authors targeted to establish the impact of self-care education according to Orem’s nursing theory on life quality and self-efficacy in hypertension patients. The authors report that findings from their study revealed that training self-care based on the idea can better the life quality of the above-mentioned patients. Thus, they recommend that nurses handling individuals in the outpatient section of hospitals apply the theory. Hypertension affects many individuals in developed as well as developing nations. Its prevalence among older people in the United States is reported to be twenty-nine percent.
Kurnia, A. D., Melizza, N., Ruhyanudin, F., Masruroh, N. L., Prasetyo, Y. B., Setyowati, C. I., Khoirunnisa, O. (2020). The effect of educational program on hypertension management toward knowledge and attitude among uncontrolled hypertension patients in the rural area of Indonesia. International Quarterly of Community Health Education, 272684X20972846. Web.
The authors in this paper address the issue of hypertension prevalence among people in the rural areas of Indonesia. They aim to determine whether an educational program has an impact on the illness’ management. They claim that the condition is a significant public health danger that affects many people globally. According to them, less knowledge leads to uncontrolled high blood pressure as well as is a complication. It is necessary that patients increase their adherence to either non-pharmacological or pharmacological therapy designed to accomplish normal blood pressure. They claim that education concerning health could better management of conditions such as hypertension in rural areas.
Mathew, M. R., Mohan, L., Paul, M., Maideen, M., Jose, L., Ommanakuttan, M. (2018). Evaluating effectiveness of patient counseling, teach-back versus standard method. International Journal of Basic & Clinical Pharmacology, 7(1), 87-92. Web.
In this article, the authors aimed to compare the teach-back method and standard method regarding their effectiveness on patient knowledge and awareness. The authors also attempted to establish whether there are factors that may play a role in how much an individual understands their condition. The factors include gender, age as well as drug use in the past. After the study, the findings revealed that demographic factors such as age and sex do not have a considerable impact on memory retention. The authors were also able to prove that teach-back is more effective than the standard method as it facilitated a substantial improvement of knowledge plus memory retention among patients.
Mills, K. T., Obst, K. M., Shen, W., Molina, S., Zhang, H. J., He, H., Cooper, L.A., He, J. (2018). Comparative effectiveness of implementation strategies for blood pressure control in hypertensive patients: A systematic review and meta-analysis. Annals of Internal Medicine, 168(2), 110-120. Web.
The authors claim that hypertension is a significant health issue due to its high prevalence as well as associated cardiovascular disease plus premature death. Random clinical experiments have revealed that pharmaceutical treatment, as well as lifestyle changes, reduces blood pressure. They have also shown that a shift in one’s lifestyle could lower the danger of cardiovascular illnesses. Despite the proven efficacy of various interventions, the authors note that only thirteen percent of hypertension patients and thirty-seven percent of those with treated hypertension globally had controlled blood pressure. After conducting research on various strategies, the authors established that multicomponent and multilevel approaches are most productive for blood pressure control and need to be applied.
Mohammed, F.N., Kamath, R., Somu, G., D’Souza, B. (2019). Assessment of health literacy rates and implementation of teach-back method in a tertiary care teaching hospital in South India. Indian Journal of Public Health Research & Development, 10(6), 56-61. Web.
The authors in this paper assess health literacy levels as well as the implementation of the teach-back method. Through this, they aim to establish how much knowledge individuals, especially patients of various illnesses, have about their conditions. They also target to prove how effective the teach-back method could improve the literacy levels among different people. Raising these levels would empower individuals to better their ability to use health-associated information productively. After completion of the study, they established that males were more educated on various health issues as compared to females. This can be linked to how certain societies have not yet embraced women’s empowerment.
Slater, B. A., Huang, Y., Dalawari, P. (2017). The impact of teach-back method on retention of key domains of emergency department discharge instructions. The Journal of Emergency Medicine, 53(5), e59–e65. Web.
Past studies have revealed that patient comprehension, as well as recall of their emergency department discharge directions, is limited. The authors, through the research, address the effect of the teach-back method on an individual’s retention of vital domains of ED discharge directions. The process involves individuals repeating back whatever they comprehend using their own words so that discharge providers can ascertain how much they understand and correct some misunderstandings. The aim of the research was to establish whether the method would better the retention of post-emergency department discharge directions.
Yen, P. H., Leasure, R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284-289. Web.
Past studies have indicated that many patients remain confused concerning their medical care after discharge from the hospital. Additionally, many of them fail to recognize their lack of understanding. A significant amount of health data is forgotten as soon as individuals are discharged. The authors had found that when more immense proportions of information were presented, little was remembered, plus almost half of that remembered was inaccurate. They have also discovered that medical information that is focused on personal needs increases patients’ comprehension of their health needs. The mentioned facts also improved health literacy among those patients.