Evaluating the Use of Teach-Back in Simulation Training to Improve Discharge Communication Practices of Undergraduate Nursing Students

MacLean, Sharon; Kelly, Michelle; Geddes, Fiona; Della, Phillip

doi:10.1016/j.ecns.2018.06.005

Cited by 13 publications

(5 citation statements)

References 21 publications

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“…They felt that this experience provided security for the upcoming clinical practice. MacLean et al ( 2018 ) describe that being active in a safe and reality-like environment at the CTC allows students to intertwine theory and practice. It also develops their ability to communicate and be able to conduct clinical reasoning i.e., collecting information about the patient, processing it and coming to a conclusion and an understanding of the patient’s situation and giving appropriate care accordingly (Carvalho et al, 2017 ; Tanner, 2006 ).…”

Section: Discussionmentioning

confidence: 99%

An application of the caritative caring approach – nursing students’ experiences of practising caring and uncaring encounters by simulation at a clinical training centre

Knutsson

Axelsson

Lindqvist

2022

International Journal of Qualitative Studies on Health and Well

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Purpose Nurses’ lack of competence to be caring affects patients’ health and patients describe a desire for more individual and compassionate care. Nursing education tends, however, to focus less on the caring approach in nursing practice and more on developing knowledge in psychomotor skills. The aim of this study was to describe nursing students’ experiences of simulating caring and uncaring encounters founded on the caritative perspective at a Clinical Training Centre (CTC). Method A qualitative, inductive approach using a qualitative latent content analysis. Written reflections of 49 students were analysed. Findings By intertwining reflection with acting and observation, the students experienced that they achieved an open mind and gained an understanding of how important it was to treat the patient based on a caring approach. To act, first uncaring and thereafter caring, gave them an awakening. The students were touched and an overwhelming feeling of suddenly understanding human uniqueness and vulnerability appeared. Conclusions To simulate caritative caring and uncaring encounters at the CTC enhanced students’ knowledge and understanding about caring and strengthened their prerequisites to acquire a caritative ontological basic view and attitude which in the long run may lead to an increased feeling of patient well-being in the encounter.

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Section: Discussionmentioning

confidence: 99%

An application of the caritative caring approach – nursing students’ experiences of practising caring and uncaring encounters by simulation at a clinical training centre

Knutsson

Axelsson

Lindqvist

2022

International Journal of Qualitative Studies on Health and Well

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“…According to Shersher et al (2021), patients when they did receive teach-back were highly satisfied. For HCP, teach-back training has been implemented to empower student nurses' skills in discharge education (MacLean et al, 2018), to reinforce self-management education in nurses' care provided to kidney transplant recipients (Mangold, 2016), and to improve medical officers' use of simple language and clear information in teaching people with low health literacy (Green et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

Jagodage

McGuire

Seib

et al. 2023

Journal of Renal Care

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BackgroundEducation is an essential component in optimising chronic disease self‐management. Teach‐back is a robust approach in patient education, which is suitable for varying health literacy although its effectiveness in chronic kidney disease patient education is unknown.ObjectiveTo evaluate the impact of teach‐back method in health education for improving self‐management and adherence to treatment regimens in chronic kidney disease.DesignSystematic review.ParticipantsAdults with any chronic kidney disease grade or treatment modality.MeasurementsA comprehensive search was undertaken in MEDLINE, CINHAL, EMBASE, Cochrane library, PsychINFO, Web of Science, ERIC, JBI library and WHO International Clinical Trial Registry to identify published studies from September 2013 to December 2022. The methodological quality of studies was assessed using Joanna Briggs Institute guidelines.ResultsSix studies involving 520 participants were retrieved for this review. A meta‐analysis could not be conducted due to substantial heterogeneity between studies. Nevertheless, there was some evidence that teach‐back could improve self‐management, self‐efficacy and knowledge. There was limited evidence on improvement in psychological outcomes or health‐related quality of life.ConclusionTeach‐back seems to improve both objective and patient‐reported outcomes, although further studies are needed. Using teach‐back can improve both understanding of health information and the development of skills. Kidney care teams could use teach‐back for all patients as it takes account of varying patient health literacy abilities. Teach‐back assists with communicating important health information to improve patients' knowledge, confidence and skills in self‐managing this disease and its treatment.

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“…Teach-back method was used to verify student learning in the cognitive and psychomotor domains. 5 Outcomes All first-year clinical students attended an on-campus clinical experience prior to their clinical practice in the hospital. Since its inception in 2016, there have been more than 2300 participants, first year clinical students (n = 1864), clinical instructors (n = 237), and CLC instructors (n = 247),engaged in this rigorous course-wide experience.…”

Section: On-campus Clinical Experiencementioning

confidence: 99%

“…Teamwork among students and hands-on experiences were emphasized. Teach-back method was used to verify student learning in the cognitive and psychomotor domains 5 …”

Section: Approachmentioning

confidence: 99%

On-Campus Clinical

Mannino¹,

Lane²,

Siegel³

et al. 2020

Nurse Educ

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Background: Ensuring students are both confident and competent for clinical practice will lead to improved patient outcomes. Early exposure to delivering safe and effective care using knowledge, skills, and abilities that are consonant with professional practice is essential. Problem: Caring for an increasingly complex patient population is challenging. Entry-to-practice competencies must begin early in the student's education and be developed throughout. Approach: This educational initiative outlines an innovative and a collaborative evidence-based learning experience that prepares prelicensure nursing students to deliver safe and effective patient-centered care during their first clinical practice. Lecture and laboratory topics, clinical skills stations, and simulation scenarios were developed to promote critical thinking and clinical judgment in a complex health care environment. Outcomes: More than 2300 first-year clinical students, instructors, and staff participated in this rigorous course-wide experience. Conclusion: This 1-day immersion cultivates safe practice and may be incorporated throughout the curriculum as students encounter increasingly challenging clinical practice experiences.

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Evaluating the Use of Teach-Back in Simulation Training to Improve Discharge Communication Practices of Undergraduate Nursing Students

Cited by 13 publications

References 21 publications

An application of the caritative caring approach – nursing students’ experiences of practising caring and uncaring encounters by simulation at a clinical training centre

An application of the caritative caring approach – nursing students’ experiences of practising caring and uncaring encounters by simulation at a clinical training centre

Effectiveness of teach‐back for chronic kidney disease patient education: A systematic review

On-Campus Clinical

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