Effectiveness of Discharge Education With the Teach-Back Method on 30-Day Readmission: A Systematic Review

Oh, Eok Soo; Lee, Hyun Joo; Yang, You Lee; Kim, Young Man

doi:10.1097/pts.0000000000000596

Cited by 50 publications

(42 citation statements)

References 20 publications

(82 reference statements)

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“…A review of literature classified “5 categories: patient satisfaction; postdischarge readmission; patient perception of teach-back method effectiveness; disease knowledge and disease management improvements; and intervention effects on health-related quality of life” ( Yen & Leasure, 2019 , p. 286). The Teach-Back Method demonstrated a 45% reduction in 30-day readmission ( Oh et al, 2019 ). A systematic study of patients with chronic disease showed better outcomes in self-efficacy, compliance with medical treatment, and knowledge about their disease ( Dinh et al, 2016 ).…”

Section: Telenursing and Teach-backmentioning

confidence: 99%

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

et al. 2021

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Introduction The COVID-19 pandemic affected nursing students dramatically when the clinical sites and the onsite classrooms closed to physical participation. This necessitated a move to virtual classrooms and virtual clinical experiences. Some nursing schools adopted telenursing to comply with their Board of Registered Nursing direct patient care requirements. Students value the hands-on nursing in a direct care facility and clinical instructors must replicate this in a virtual setting. This article discusses telenursing and Teach-Back processes with student active engagement that facilitates learning and meets the direct care requirement. The purpose is to share best practice ideas for clinical instructors to educate when clinical settings are unavailable. Methods This innovation includes examples from five clinical instructors when in-person clinicals were not available due to the COVID-19 pandemic. They used virtual teaching and telenursing for nursing students which complied with clinical requirements of preconference, clinical experience, and post-conference. Telenursing combines case studies or shared documents, student collaboration, and includes a patient or patient actor via telehealth. Clinical instructors present a patient history or case study and allow students time for preparation. Socratic questioning helps students focus on determining the correct questions to ask. Telenursing call to the patient and teach-back questioning validated patient learning. Following the call, the instructor leads a post-conference debrief and students independently document the call. Conclusion Five clinical instructors follow the process of pre-brief, case presentation, and debrief while students develop critical thinking, strong communication skills, documentation requirements, and utilize the nursing process of assessment, diagnosis, outcome, plan, interventions, and evaluation. Students will have future opportunities to develop hands-on skills as they return to the clinical setting.

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Section: Telenursing and Teach-backmentioning

confidence: 99%

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

et al. 2021

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“…For example, a clinical trial on 140 Vietnamese heart failure patients showed that predischarge self-care education improves their knowledge and self-care [ 40 ]. On the other hand, it has been found that teach-back education alone or in combination with film and discussion educational is associated with reduced readmission in these patients [ 41 , 42 ]. Also, teach-back education enhances knowledge retention and recalling of education in heart failure patients [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Rahmani

Vahedian‐Azimi

Sirati-Nir

et al. 2020

Cardiology Research and Practice

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Background. Among chronic diseases, heart failure has always been a serious challenge imposing high costs on health systems and societies. Therefore, nurses should adopt new educational strategies to improve self-care behaviors and reduce the readmissions in heart failure patients. This study aimed to determine the effect of the teach-back method on knowledge, performance, readmission, and quality of life in these patients. Methods. This clinical trial was conducted in patients with heart failure (n = 70) hospitalized in the internal wards of the Baqiyatallah al-Azam Medical Center in Tehran (2019). Routine discharge educations were provided in control patients. Self-care topics were taught to the intervention groups by the teach-back method. A cardiac self-care questionnaire was used to assess the knowledge and practice of patients immediately after intervention and three months after patient discharge. Also, SF-36 was presented to each patient. Readmission(s) and quality of life were followed up by telephone interviews three months after patient discharge. Repeated measures analysis of variance and related post-hoc tests were performed for within-group comparisons before, immediately after, and 3 months after teach-back education. Wilks’ lambda multivariate tests were conducted for simultaneous comparison of quality of life subscales between intervention and control groups. Also, logistic regressions were after controlling for baseline measures and confounders. Results. Findings showed significant improvement in the patients’ knowledge and performance immediately after teach-back education, though this effect was slow in the long term after discharge. Also, the frequency of readmissions decreased and the quality of life (except physical function) increased in the patients through teach-back education. By controlling for the pretest effect, the posttest scores for the relevant components of the quality of life suggested improvement in both intervention and control patients. This improvement in the quality of life was confirmed by controlling for baseline measurements using binary logistic regression analysis. Conclusion. Teach-back education improved patients’ knowledge and performance, readmission frequency, and quality of life.

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“…However, those with increased concern regarding the level of training of their care providers noticed the badges more frequently suggesting these patients may have a better understanding or awareness of the different levels of training. Again, it is possible that another modality such as a videos, motivational interviews, or the teach-back method could be more effective and more accessible to patients of all ages [ 7 – 10 ].…”

Section: Discussionmentioning

confidence: 99%

Patient Perception of Providers: Do Patients Understand Who Their Doctor Is?

Wray

Feldman

Toohey

et al. 2019

Journal of Patient Experience

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Background: When being treated at a university-based hospital, a patient may encounter multiple levels of physicians, including trainees during a single emergency visit. Patients want to know the roles of their providers, but their understanding of the medical education hierarchy is poor. Objectives: Our study explored patient understanding of commonly used physician and trainee titles as well as the factors that contribute to patient understanding in our emergency department patient population. Additionally, we evaluated a new badge buddy system that identifies medical personnel impacts patient’s perceptions of providers. We examined how the increasing prevalence of medicine in media may change patient perceptions of the medical hierarchy. Methods: Patients pending discharge from the emergency room was assessed through a knowledge-based and opinion-based questionnaire. Questions quantified the percentage of patients who understood titles of their team. Results: Of 423 patients who completed the study, 88% (N = 365) felt it was very important to know the level of training of their doctor when being treated in the emergency department. Seventy-four percent (N = 303) believed they knew the role of their care providers but the mean knowledge score was 4.7 of 8, suggesting a poor understanding of the medical training hierarchy. Younger patients and those who felt that knowing the level of training of their doctor was very important noticed the badge buddies more frequently (80.9%, P = .020 and 81%, P < .001). Conclusions: Our study found that patients had a poor understanding of the medical training hierarchy, but felt that it is important to know the level of training of their staff. The implementation of a badge buddy served this purpose for most patients, but was less effective for older patients. Further research may be needed to evaluate if a different intervention, such as a detailed video or teach-back techniques explaining the levels of medical training, would be more effective for a larger population of patients.

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Effectiveness of Discharge Education With the Teach-Back Method on 30-Day Readmission: A Systematic Review

Cited by 50 publications

References 20 publications

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

COVID-19 Pandemic Impact on Nursing Student Education: Telenursing with Virtual Clinical Experiences

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Patient Perception of Providers: Do Patients Understand Who Their Doctor Is?

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