Using “Teach-Back” to Promote a Safe Transition From Hospital to Home: An Evidence-Based Approach to Improving the Discharge Process

Kornburger, Cheryl; Gibson, Cori; Sadowski, Sandra; Maletta, Kristyn; Klingbeil, Carol

doi:10.1016/j.pedn.2012.10.007

Cited by 146 publications

(97 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teach-back, also known as "show me" or "closing the loop", is a method that aims to increase peoples' understanding of the disease information being communicated in a health education session by asking them to repeat back key points of the instruction. 19 The 14,21 An initial review of the literature indicates that teach-back has been used as an educational strategy for health care professionals, 22,23 low-income women, 24,25 people with low health literacy, 21,26,27 and for those with a chronic disease. 28,29 A number of studies have targeted the use of teach-back in chronic disease education programs to improve a person's comprehension, 20 and informed consent 30 and to reduce hospital readmission, 31,32 although the usefulness of teach-back in improving chronic disease adherence and selfmanagement has been subjected to less investigation.…”

Section: The Teach-back Methods For Teaching Self-managementmentioning

confidence: 99%

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Dinh

Bonner

Clark

et al. 2016

JBI Database of Systematic Reviews and Implementation Reports

336

199

View full text Add to dashboard Cite

Executive summary BackgroundChronic diseases are increasing worldwide and have become a significant burden to those affected by those diseases. Disease-specific education programs have demonstrated improved outcomes, although people do forget information quickly or memorize it incorrectly. The teach-back method was introduced in an attempt to reinforce education to patients. To date, the evidence regarding the effectiveness of health education employing the teach-back method in improved care has not yet been reviewed systematically. ObjectivesThis systematic review examined the evidence on using the teach-back method in health education JBI Database of Systematic Reviews and Implementation Reports . 2 programs for improving adherence and self-management of people with chronic disease. Types of participantsAdults aged 18 years and over with one or more than one chronic disease. Types of interventionAll types of interventions which included the teach-back method in an education program for people with chronic diseases. The comparator was chronic disease education programs that did not involve the teachback method. Types of studiesRandomized and non-randomized controlled trials, cohort studies, before-after studies and case-control studies. Types of outcomesThe outcomes of interest were adherence, self-management, disease-specific knowledge, readmission, knowledge retention, self-efficacy and quality of life. Search strategySearches were conducted in CINAHL, MEDLINE, EMBASE, Cochrane CENTRAL, Web of Science, ProQuest Nursing and Allied Health Source, and Google Scholar databases. Search terms were combined by AND or OR in search strings. Reference lists of included articles were also searched for further potential references. Methodological qualityTwo reviewers conducted quality appraisal of papers using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument. Data collectionData were extracted using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. Data synthesisThere was significant heterogeneity in selected studies, hence a meta-analysis was not possible and the results were presented in narrative form. ResultsOf the 21 articles retrieved in full, 12 on the use of the teach-back method met the inclusion criteria and were selected for analysis. Four studies confirmed improved disease-specific knowledge in intervention participants. One study showed a statistically significant improvement in adherence to medication and diet among type 2 diabetics patients in the intervention group compared to the control group (p < 0.001). Two studies found statistically significant improvements in self-efficacy (p = 0.0026 and p < 0.001) in the intervention groups. One study examined quality of life in heart failure patients but the results did not JBI Database of Systematic Reviews and Implementation Reports 3 improve from the intervention (p = 0.59). Five studies found a reduction in readmission rates and hospitalization but the...

show abstract

Section: The Teach-back Methods For Teaching Self-managementmentioning

confidence: 99%

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Dinh

Bonner

Clark

et al. 2016

JBI Database of Systematic Reviews and Implementation Reports

336

199

View full text Add to dashboard Cite

show abstract

“…The teachback method moves beyond return demonstration by guiding the nurse to verify understanding, to correct inaccurate information, and to reinforce knowledge and skills needed for caring for self at home after discharge. [60] Using teach-back facilitates identification of patients at risk for poor understanding and failure to implement hospital discharge instructions at home after discharge, allowing for customization of teaching at the patient's level of literacy. [61] Two specific skills facilitate inclusion of teach-back in all teaching episodes:…”

Section: Teach-back Methodsmentioning

confidence: 99%

Teaching students to teach patients: A theory-guided approach

Candela

Piacentine

Bobay

et al. 2018

JNEP

View full text Add to dashboard Cite

Nurses in every setting provide patient teaching on a routine basis, often several times a day. Patient teaching skills are essential competencies to be developed during pre-licensure nursing education. While students learn what to teach for specific conditions, they often lack competence in how to teach in ways that individualize and optimize patient learning. The ultimate goal of patient teaching is to arm patients with the knowledge and skills, and the desire and confidence in their ability to reach their targeted health outcomes. We describe the creation of a theoretical framework to guide development of patient teaching skills. The framework, rooted in the contemporary health care values of patient-centered care, is a synthesis of four evidence-based approaches to patient teaching: patient engagement, motivational interviewing, adult learning theory, and teach-back method. Specific patient teaching skills, derived from each of the approaches, are applied within the context of discharge teaching, an important nursing practice linked to patient outcomes. This exemplar emphasizes the use of critical teaching process skills and targeted informational content. An online student learning module based on the theoretical framework and combined with simulation experiences provides the nurse educator with one strategy for use with nursing students. The theoretical framework has applicability for skill development during pre-licensure education and skill refinement for nurses in clinical practice.

show abstract

“…Incomplete or incorrect information should be corrected using various verbal and visual teaching modalities, which could include educational brochures or links to online websites. The teach-back method [Kornburger et al 2013] can be used to assess patient/family understanding of health-related information and instruction.…”

Section: Strategies To Enhance Adherence In Cystic Fibrosismentioning

confidence: 99%

Enhancing adherence to inhaled therapies in cystic fibrosis

Lomas

2014

Ther Adv Respir Dis

View full text Add to dashboard Cite

Nonadherence to inhaled therapies is a major problem in the treatment of cystic fibrosis that can influence lung function and health outcomes. Potential contributors to nonadherence have been identified, including demographic and psychosocial factors, time and convenience of inhaled therapy, and treatment beliefs. Additional research is clearly needed to clarify the contributors and to determine which interventions and technological advances will enhance adherence to inhaled therapies in patients with cystic fibrosis. Nurses and allied health professionals are ideally positioned to assist patients and families with adherence to inhaled therapies through monitoring, communication, and education about the available therapies and their proper use. This review briefly summarizes the available evidence about contributors to nonadherence, potential interventions, novel delivery devices for inhaled therapies, and opportunities for additional research.

show abstract

Using “Teach-Back” to Promote a Safe Transition From Hospital to Home: An Evidence-Based Approach to Improving the Discharge Process

Cited by 146 publications

References 14 publications

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review

Teaching students to teach patients: A theory-guided approach

Enhancing adherence to inhaled therapies in cystic fibrosis

Contact Info

Product

Resources

About