Journal articles: 'Teach-back'

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Farris, Cindy. "The Teach Back Method." Home Healthcare Now 33, no. 6 (June 2015): 344–45. http://dx.doi.org/10.1097/nhh.0000000000000244.

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Anderson, Kathryn M., Sarah Leister, and Ruth De Rego. "The 5Ts for Teach Back: An Operational Definition for Teach-Back Training." HLRP: Health Literacy Research and Practice 4, no. 2 (April 9, 2020): e94-e103. http://dx.doi.org/10.3928/24748307-20200318-01.

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Jager, Andrew J., and Matthew K. Wynia. "Who Gets a Teach-Back? Patient-Reported Incidence of Experiencing a Teach-Back." Journal of Health Communication 17, sup3 (October 2012): 294–302. http://dx.doi.org/10.1080/10810730.2012.712624.

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Peter, Debra, Paula Robinson, Marie Jordan, Susan Lawrence, Krista Casey, and Debbie Salas-Lopez. "Reducing Readmissions Using Teach-Back." JONA: The Journal of Nursing Administration 45, no. 1 (January 2015): 35–42. http://dx.doi.org/10.1097/nna.0000000000000155.

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Kanang, Sri Wahyuni Yunus, Kusrini Kadar, and Rosyidah Arafat. "PROSES TEACH BACK DALAM EDUKASI KESEHATAN : TINJAUAN LITERATUR." Jurnal Ilmiah Keperawatan (Scientific Journal of Nursing) 7, no. 1 (March 29, 2021): 85–96. http://dx.doi.org/10.33023/jikep.v7i1.679.

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ABSTRAK Pendahuluan: Salah satu metode edukasi yang dapat ditawarkan adalah metode teach-back yang merupakan edukasi dua arah yang meminta pasien untuk menjelaskan kembali informasi yang diberikan. Perawat sebagai lini terdepan dalam pelayanan kesehatan perlu mengetahui metode yang tepat untuk memberikan edukasi pada pasien agar pasien mudah paham dan bisa mengaplikasikan. Tujuan dari penulisan Literature review ini adalah untuk memberi pemahaman akan proses edukasi menggunakan metode teach-back dalam edukasi kesehatan. Metode penyusunan literatur review ini mengikuti panduan PRISMA. Pubmed, Science Direct, Wiley Online, Proquest, dan Google Scholar adalah database yang digunakan dalam mengumpulkan artikel dengan kata kunci yang relevan. Hasil diperoleh lima artikel penelitian yang sesuai dengan kriteria inklusi. Artikel penelitian mengemukakan proses atau langkah-langkah yang dapat dilakukan untuk melaksanakan edukasi dengan metode teach-back. Kesimpulan pelaksanaan metode teach-back lebih banyak dilakukan dengan melakukan pelatihan teach-back pada staf. Selain itu metode teach back juga banyak dikombinasikan dengan strategi edukasi lainnya sehingga teach-back dijadikan sebagai bentuk evaluasi edukasi kesehatan. Kata Kunci: Proses, Tenaga Kesehatan, Teach Back

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Zhang, Weizheng. "The Effects of Teach Back Method on Caregivers’ Strain in Handling Patients with Prolonged Immobilization." African Journal of Health, Nursing and Midwifery 4, no. 6 (December 30, 2021): 139–53. http://dx.doi.org/10.52589/ajhnm-iynvjnmh.

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Background: Caregivers’ strain mainly comes from lack of relevant care knowledge and nursing skills. Traditional health education is just a one-way information transmission mode without evaluation and feedback. Objective: To help caregivers’ memory, the researcher utilized a quasi-experimental design to measure the effectiveness of the teach-back method on caregivers’ strain in handling patients with prolonged immobilization. Method: A total of forty caregivers were averagely assigned into treatment (Teach-Back) and comparison group (traditional). Participant’s Data Sheet, The Zarit Burden Interview and Teach Back Assessment Tool was used to gather data. Results: There was a significant difference in caregivers’ strain before and after the Teach-Back Method in treatment (p<0.001) and comparison group (p <0.001). Likewise, a significant difference existed after the Teach-Back Method in the treatment group (p <0.001). Conclusion: The Teach-Back Method is an effective intervention in reducing caregivers’ strain in handling patients with prolonged immobilization.

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Hong, Young-Rock, Ara Jo, Jinhai Huo, Michelle I. Cardel, and Arch G. Mainous. "Pathways of Teach-Back Communication to Health Outcomes Among Individuals With Diabetes: A Pathway Modeling." Journal of Primary Care & Community Health 13 (January 2022): 215013192110666. http://dx.doi.org/10.1177/21501319211066658.

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Teach-back method can help promote interactive communication between patients and providers. However, the mechanism of how teach-back operates in routine care is uninvestigated. Using pathway analysis, we explored the potential pathways of patient teach-back to health outcomes among individuals with diabetes. Study sample included 2901 US adults with diabetes ascertained from the 2011 to 2016 Longitudinal Medical Expenditure Panel Survey. Our pathway model analysis showed that patient teach-back was associated with better interaction with providers, shared decision-making, and receiving lifestyle advice. Teach-back had a direct negative effect on condition-specific hospitalization and indirect negative effects through lifestyle advice and diabetic complication. Teach-back method may promote active interactions between patients and providers by creating an opportunity to be more engaged in shared decision-making and receive additional health advice from providers. These improvements seem to be associated with a reduction in risks for complications and related hospitalization.

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Shatia, Gelan, Omayma Okby, and Taghreed Omar. "Review Article about Teach Back Method." Menoufia Nursing Journal 7, no. 2 (November 1, 2022): 91–94. http://dx.doi.org/10.21608/menj.2022.257871.

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Miller, Shelley, Margaret Lattanzio, and Susan Cohen. "“Teach-back” from a patientʼs perspective." Nursing 46, no. 2 (February 2016): 63–64. http://dx.doi.org/10.1097/01.nurse.0000476249.18503.f5.

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Ghoneim, Azza A., and Aml AbdElrazk Fathalla. "A randomized control trial: Effects of teach back method on self-efficacy among mothers of children with congenital heart defects." Journal of Nursing Education and Practice 8, no. 7 (March 14, 2018): 106. http://dx.doi.org/10.5430/jnep.v8n7p106.

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Background/Objective: Congenital Heart Defects (CHD) remain a major health concern all over the world particularly Egypt where the prevalence of CHD is 1.0 per 1,000. Nurses are instrumental in supplying information. The teach-back method is a technique used for improving patient understanding and outcomes. This study aimed to evaluate the effect of teach back method on self-efficacy and satisfaction among mothers of children with congenital heart defects.Methods: The design of this study was randomized control trail. A sample of 60 children with congenital heart defects and their mothers participated in this study. It conducted at Menofia University hospital. Tools of this study included Self Efficacy Scale; Teach back Discharge Education Audit and Satisfaction Assessment.Results: The current study revealed that the majority of nurses were unfamiliar with teach-back method and there was significant difference between mothers in the experimental and control groups regarding their self-efficacy.Conclusions: This study concluded that mothers who received discharge instructions through teach back method had increased self-efficacy and high level of satisfaction. Therefore, pediatric nurses should integrate teach back method as a routine nursing intervention in the discharge plan for children with congenital heart defects.

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Eloi, Hildreth. "Implementing teach‐back during patient discharge education." Nursing Forum 56, no. 3 (April 30, 2021): 766–71. http://dx.doi.org/10.1111/nuf.12585.

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Wick, Jeannette Y. "Checking for Comprehension: Mastering Teach-Back Techniques." Consultant Pharmacist 28, no. 9 (September 1, 2013): 550–54. http://dx.doi.org/10.4140/tcp.n.2013.550.

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Caplin, Marcy, and Tina Saunders. "Utilizing Teach-Back to Reinforce Patient Education." Orthopaedic Nursing 34, no. 6 (2015): 365–68. http://dx.doi.org/10.1097/nor.0000000000000197.

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Mathew, Mary R., Linu Mohan, Mammen Paul, Mahira Maideen, Liya Jose, and Minnu Ommanakuttan. "Evaluating effectiveness of patient counseling, teach back versus standard method." International Journal of Basic & Clinical Pharmacology 7, no. 1 (December 23, 2017): 87. http://dx.doi.org/10.18203/2319-2003.ijbcp20175680.

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Background: The aim of the study was to assess memory retention of new prescription education by comparing Teach back method and standard counseling method. And also to evaluate association of age, sex, drug use in past and education in memory retention.Methods: A prospective experimental study was carried out for a period of six months. Eligible subjects visiting pulmonary medicine outpatient department were screened and grouped into standard groups and teach back group. Patients in the standard group are taught eight counseling points about the drugs by one way dialogue method and asked at the end if there are any questions. while patients in the teach back method builds on the standard method by asking three open ended questions to recall what was taught and correcting any misunderstandings by two way dialogue method.Results: The demographic information (age, sex, education, current prescription use) are collected from both groups. The post counseling score is assessed by evaluator using a scoring sheet. Scores were analyzed using Mann Whitney U test Teach back group shows statistically significant (p value = 0.0001) increase in score compared to standard group. The mean value of teach back scoring is 6.28 while that of standard is 4.44.Conclusions: All the demographic parameters (Age, sex, drug use in past three months and education) do not show any significant association with scoring and memory retention (p value >0.05 for chi square test). The group that received teach-back method of counseling showed a significant improvement in patient knowledge and memory retention.

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Ghorbani, Banafsheh, Alun C. Jackson, Mohammad Noorchenarboo, Mohammad H. Mandegar, Farshad Sharifi, Zohrehsadat Mirmoghtadaie, and Fatemeh Bahramnezhad. "Comparing the Effects of Gamification and Teach-Back Training Methods on Adherence to a Therapeutic Regimen in Patients After Coronary Artery Bypass Graft Surgery: Randomized Clinical Trial." Journal of Medical Internet Research 23, no. 12 (December 10, 2021): e22557. http://dx.doi.org/10.2196/22557.

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Background Patients undergoing coronary artery bypass graft surgery (CABGS) may fail to adhere to their treatment regimen for many reasons. Among these, one of the most important reasons for nonadherence is the inadequate training of such patients or training using inappropriate methods. Objective This study aimed to compare the effect of gamification and teach-back training methods on adherence to a therapeutic regimen in patients after CABGS. Methods This randomized clinical trial was conducted on 123 patients undergoing CABGS in Tehran, Iran, in 2019. Training was provided to the teach-back group individually. In the gamification group, an app developed for the purpose was installed on each patient’s smartphone, with training given via this device. The control group received usual care, or routine training. Adherence to the therapeutic regimen was assessed using a questionnaire on adherence to a therapeutic regimen (physical activity and dietary regimen) and an adherence scale as a pretest and a 1-month posttest. Results One-way analysis of variance (ANOVA) for comparing the mean scores of teach-back and gamification training methods showed that the mean normalized scores for the dietary regimen (P<.001, F=71.80), movement regimen (P<.001, F=124.53), and medication regimen (P<.001, F=9.66) before and after intervention were significantly different between the teach-back, gamification, and control groups. In addition, the results of the Dunnett test showed that the teach-back and gamification groups were significantly different from the control group in all three treatment regimen methods. There was no statistically significant difference in adherence to the therapeutic regimen between the teach-back and control groups. Conclusions Based on the results of this study, the use of teach-back and gamification training approaches may be suggested for patients after CABGS to facilitate adherence to the therapeutic regimen. Trial Registration Iranian Registry of Clinical Trials IRCT20111203008286N8; https://en.irct.ir/trial/41507

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Burmeister, Samantha, and Bonnie Nickasch. "Promoting the Teach-Back Method during hospital admissions." Nursing 52, no. 7 (July 2022): 52–56. http://dx.doi.org/10.1097/01.nurse.0000832360.31971.6b.

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Holman, Carita K., L. Diane Weed, and Sabrina P. Kelley. "Improving Provider Use of the Teach-Back Method." Journal for Nurses in Professional Development 35, no. 1 (2019): 52–53. http://dx.doi.org/10.1097/nnd.0000000000000521.

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Tamura-Lis, Winifred. "Teach-Back for Quality Education and Patient Safety." Urologic Nursing 2013 (2013): 267. http://dx.doi.org/10.7257/1053-816x.2013.33.6.267.

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KUL UÇTU, Arzu, and Nebahat ÖZERDOĞAN. "EMZİRME EĞİTİMİNDE ÖĞRENDİĞİNİ ANLAT (TEACH-BACK) YÖNTEMİNİN KULLANIMI." Journal of Anatolia Nursing and Health Sciences 23, no. 1 (March 19, 2020): 162–68. http://dx.doi.org/10.17049/ataunihem.548173.

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Rahmani, Ali, Amir Vahedian-Azimi, Masoud Sirati-Nir, Reza Norouzadeh, Hamid Rozdar, and Amirhossein Sahebkar. "The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients." Cardiology Research and Practice 2020 (November 23, 2020): 1–13. http://dx.doi.org/10.1155/2020/8897881.

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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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Morony, Suzanne, Kristie Weir, Gregory Duncan, Janice Biggs, Don Nutbeam, and Kirsten McCaffery. "Experiences of Teach-Back in a Telephone Health Service." HLRP: Health Literacy Research and Practice 1, no. 4 (October 1, 2017): e173-e181. http://dx.doi.org/10.3928/24748307-20170724-01.

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Sherman, Steven, Benjamin Larson, Jeffrey A Bohler, and E. Fran Smith. "Using Teach Back Tutorials to Overcome Pandemic Learning Gaps." Issues in Informing Science and Information Technology 19 (2022): 135–48. http://dx.doi.org/10.28945/4967.

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Aim/Purpose: The purpose of this paper is to address the issue of gaps in students’ knowledge at the time they enter a comprehensive Information Systems cap-stone course. This problem of knowledge gaps was exacerbated by the forced remote learning and isolation caused by the COVID-19 pandemic. The aim was to find a technique that would identify and fill those gaps. Ideally, the method would also reinforce the students’ interpersonal soft skills. Background: Many universities have a capstone course where students may apply their knowledge from the curriculum to a project, and they are evaluated on their retention of knowledge from the core classes. Over the past two years, students have experienced course interruptions and modifications due to the pandemic, resulting in learning gaps on topics covered in the core courses. Depending on the project’s scope and curriculum, this may prevent students from conversing on many essential concepts during the capstone course. By requiring students to create “Teach Back” tutorials on materials from their core courses, faculty may ensure that the key concepts are discussed multiple times within the curriculum. Methodology: We present a case study to identify key concepts and compare cohort results before and after implementation. Contribution: A process for identifying potential knowledge gaps is identified, and a method to repeatedly expose students to concepts is introduced. Findings: There were improvements to the overall capstone scores after the tutorial implementation. While many factors influence changes in scores across cohorts, the initial findings are promising, supporting the concept that teaching back helps to close knowledge gaps. Recommendations for Practitioners: Faculty should collaborate to identify knowledge areas that need to be rein-forced later in their students’ academic careers. Teaching back essential concepts that may not be prioritized in implementing a capstone project ensures a repeated exposure to the identified concepts. Recommendations for Researchers: There needs to be a priority to teach students to be lifelong learners and to teach the skills needed to share their knowledge with future coworkers. There needs to be more research into a pedagogy that builds these essential soft skills within our curriculum. Finally, research into alumni feedback on course topics and pedagogy is needed. Impact on Society: Introducing pedagogy that improves both knowledge and soft skills, this re-search looks to build individuals who will learn independently and be able to communicate with and improve others. Future Research: There needs to be additional research to study the changes in technical knowledge before and after Teach Back, the consequences of elective sequencing, the consideration of elective versus required courses, and the use of Teach Back to capture student knowledge gained from completing diverse electives prior to the capstone course.

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Steinert, Yvonne, and Mary Ellen Macdonald. "Why physicians teach: giving back by paying it forward." Medical Education 49, no. 8 (July 7, 2015): 773–82. http://dx.doi.org/10.1111/medu.12782.

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Talevski, Jason, Anna Wong Shee, Bodil Rasmussen, Georgie Kemp, and Alison Beauchamp. "Teach-back: A systematic review of implementation and impacts." PLOS ONE 15, no. 4 (April 14, 2020): e0231350. http://dx.doi.org/10.1371/journal.pone.0231350.

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Samuels-Kalow, Margaret, Emily Hardy, Karin Rhodes, and Cynthia Mollen. "“Like a dialogue”: Teach-back in the emergency department." Patient Education and Counseling 99, no. 4 (April 2016): 549–54. http://dx.doi.org/10.1016/j.pec.2015.10.030.

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Farahaninia, Marhamat, Tahere Sarboozi Hoseinabadi, Rasool Raznahan, and Shima Haghani. "The Teach-Back Effect on Self-Efficacy in Patients with Type 2 Diabetes." Review of Diabetic Studies 16, no. 1 (July 30, 2020): 46–50. http://dx.doi.org/10.1900/rds.2020.16.46.

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BACKGROUND: Diabetes is a chronic, metabolic disease, which is commonly associated with increased blood glucose levels caused by impaired secretion or function of insulin. Therefore, daily blood glucose control, adherence to a dietary and pharmaceutical regimen, regular physical activity, and foot care are fundamental components of disease management. In order to optimize effective self-management, patients need to be trained. Teach-back is a method which aims to improve patients' understanding and perception of treatment regimens based on the interaction between patient and caregiver. AIM: This study was conducted to investigate the impact of the teach-back method on the effectiveness of self-management in patients with type 2 diabetes (T2D). METHODS: A total of 74 patients with T2D were included in the study by convenience sampling at the Endocrine and Metabolism Clinic. The subjects were assigned to control or intervention group. Data collection was performed by using a demographic data form and a self-efficacy questionnaire that were provided to the patients before and 1 month after training. The patients in the intervention group received a 5-session training program using the teach-back method. The control group received only routine programs. One month after completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups, and the data obtained were analyzed. RESULTS: In contrast to the control group, mean and standard deviation of self-efficacy were significantly higher in the intervention group one month after training by the teach-back method than before training. The two groups did not significantly differ regarding mean score of self-efficacy before training, but there was a significant difference one month after training: the mean score of self-efficacy in the intervention group was significantly higher than in the control group (p < 0.001). CONCLUSIONS: Teach-back is a training procedure aimed at improving patients' understanding of treatment regimens. This study showed that teach-back significantly improved patients' self-efficacy even over as short a period as one month. It may be interesting to study the long-term effects of this simple but effective training method.

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Wong Quiles, Chris Ivette, Marie D. Desrochers, Riley M. Mahan, Kristen Graham, Margaret Brill-Conway, Kelly Eng, and Amy Billett. "Feasibility of a clinic-based central line care teach-back program for pediatric oncology families." Journal of Clinical Oncology 35, no. 8_suppl (March 10, 2017): 183. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.183.

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183 Background: Pediatric oncology (PO) patients with central lines (CLs) are at high risk for CL associated bloodstream infections (CLABSI), which increase morbidity, mortality, and costs. A large portion of ambulatory CL care in the home is provided by families who often have limited opportunities to develop the needed skills and adhere to best practice line care. Methods: A pilot quality improvement initiative was undertaken from 5/2015-6/2016 to develop a coaching program for families to demonstrate external CL care with a nurse during a routine clinic visit (teach-back), either on a simulation model or the patient. Tests of change were implemented to add teach-backs during routine clinic visits and ensure teach-back documentation in the medical record. Initial steps included assessing family interest in teach-backs by conducting surveys about CL care at home and unstructured incorporation into routine care by existing clinic nursing staff. After assessment of the pilot phase, targeted interventions started April 2016 including dedicated staff for scheduling, tracking, and performing teach-backs during routine clinic visits; culture change including an expectation that all families would participate and on-going staff education about the program; language change to increase participation by avoiding family perception of being tested; and incentives (gift-card raffle) for nurses to provide coaching. Results: Before April 2016, less than 25% of families participated due to a combination of family refusal; lack of nursing availability, space, or time; and inability to approach prior to line removal. In April 2016, 52% of families participated, reaching 90% by June 2016. Informal feedback from both staff and patient/family participants suggested increased job satisfaction by nurses and wide acceptance by all. In addition, many families participated in multiple teach-back sessions to improve line care skills. Conclusions: A CL teach-back program in a busy ambulatory PO clinic is feasible, but requires dedicated resources and culture change. Ongoing improvements are in place to ensure sustainability of the program and measure the impact on ambulatory CLABSI rate and family distress and line care skills.

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Jaras1, Mitra, Mohammad Reza Mansoorian, Ali Delshad Noghabi, and Hossein Nezami. "Comparison of Effectiveness Self-care Returns Two Methods of Focus Group Discussions and Teach-back on Lifestyle of Pregnant Women." Quarterly of the Horizon of Medical Sciences 26, no. 1 (January 1, 2020): 94–107. http://dx.doi.org/10.32598/hms.26.1.2761.

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Aims: This study aimed to compare the effects of self-care education using focus group discussion and teach-back method on the lifestyle promotion of pregnant women. Methods & Materials: In this randomized field trial, participants were 90 pregnant women referred to the community health centers in Gonabad, Iran with no history of physical and psychological problems that can affect their self-care. They were randomly selected from among the three health centers and divided into three groups of focus group discussion, teach-back, and control. The data collection tools were a demographic form, and Walker’s Health-Promoting Lifestyle Profile (HPLP) questionnaire completed before and one month after the intervention. The collected data were analyzed in SPSS v. 20 software using independent t-test, paired t-test and ANOVA. The P-value <0.05 was set as the significance level. Findings: There was no significant difference between the three groups in terms of educational level (P=0.029), occupation (P=0.090), income (P=0.099), and gestational age (P=0.741), and they were homogeneous. After intervention, all aspects of health-promoting lifestyle (except stress management) in two groups of teach-back (P<0.001) and focus group discussion (P<0.001) were significantly improved compared to the control group (P=0.66). In comparing the two educational methods, focus group discussion had a more significant impact on the lifestyle than the teach-back method. Conclusion: Focus group discussion method is recommended for the self-care education of pregnant women.

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Mashhadi, Syed Fawad, Aliya Hisam, Siham Sikander, Mommana Ali Rathore, Faisal Rifaq, Shahzad Ali Khan, and Assad Hafeez. "Post Discharge mHealth and Teach-Back Communication Effectiveness on Hospital Readmissions: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 19 (October 4, 2021): 10442. http://dx.doi.org/10.3390/ijerph181910442.

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Hospital readmissions pose a threat to the constrained health resources, especially in resource-poor low-and middle-income countries. In such scenarios, appropriate technologies to reduce avoidable readmissions in hospitals require innovative interventions. mHealth and teach-back communication are robust interventions, utilized for the reduction in preventable hospital readmissions. This review was conducted to highlight the effectiveness of mHealth and teach-back communication in hospital readmission reduction with a view to provide the best available evidence on such interventions. Two authors independently searched for appropriate MeSH terms in three databases (PubMed, Wiley, and Google Scholar). After screening the titles and abstracts, shortlisted manuscripts were subjected to quality assessment and analysis. Two authors checked the manuscripts for quality assessment and assigned scores utilizing the QualSyst tool. The average of the scores assigned by the reviewers was calculated to assign a summary quality score (SQS) to each study. Higher scores showed methodological vigor and robustness. Search strategies retrieved a total of 1932 articles after the removal of duplicates. After screening titles and abstracts, 54 articles were shortlisted. The complete reading resulted in the selection of 17 papers published between 2002 and 2019. Most of the studies were interventional and all the studies focused on hospital readmission reduction as the primary or secondary outcome. mHealth and teach-back communication were the two most common interventions that catered for the hospital readmissions. Among mHealth studies (11 out of 17), seven studies showed a significant reduction in hospital readmissions while four did not exhibit any significant reduction. Among the teach-back communication group (6 out of 17), the majority of the studies (5 out of 6) showed a significant reduction in hospital readmissions while one publication did not elicit a significant hospital readmission reduction. mHealth and teach-back communication methods showed positive effects on hospital readmission reduction. These interventions can be utilized in resource-constrained settings, especially low- and middle-income countries, to reduce preventable readmissions.

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Heyne, Linda A. "“Take Back Your Time”: Facilitating a Student Led Teach-In." SCHOLE: A Journal of Leisure Studies and Recreation Education 23, no. 1 (April 2008): 91–96. http://dx.doi.org/10.1080/1937156x.2008.11949612.

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Kelly, Agnes M., and Leeann Putney. "Teach back technique improves patient satisfaction in heart failure patients." Heart & Lung 44, no. 6 (November 2015): 556–57. http://dx.doi.org/10.1016/j.hrtlng.2015.10.033.

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Feinberg, Iris, Michelle M. Ogrodnick, Robert C. Hendrick, Kimberly Bates, Kevin Johnson, and Bingyan Wang. "Perception Versus Reality: The Use of Teach Back by Medical Residents." HLRP: Health Literacy Research and Practice 3, no. 2 (June 1, 2019): e117-e126. http://dx.doi.org/10.3928/24748307-20190501-01.

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Klingbeil, Carol, and Cori Gibson. "The Teach Back Project: A System-wide Evidence Based Practice Implementation." Journal of Pediatric Nursing 42 (September 2018): 81–85. http://dx.doi.org/10.1016/j.pedn.2018.06.002.

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Chassagnon, G., and M. P. Revel. "Time to get back to basics and teach chest X-ray!" Diagnostic and Interventional Imaging 99, no. 6 (June 2018): 347–48. http://dx.doi.org/10.1016/j.diii.2018.05.002.

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Wanless, Stephen. "The importance of body mechanics and the impact of nursing lifestyle." Pielegniarstwo XXI wieku / Nursing in the 21st Century 16, no. 4 (December 1, 2017): 52–55. http://dx.doi.org/10.1515/pielxxiw-2017-0038.

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AbstractNursing staff experience more low back pain than many other groups, the incidence varies among countries. Work activities involving bending, twisting, frequent heavy lifting, awkward static posture and psychological stress are regarded as causal factors for many back injuries. Preventive measures should be taken to reduce the risk of lower back pain, such as arranging proper rest periods, educational programmes to teach the proper use of body mechanics and lifestyle change programmes.

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Centrella-Nigro, Andrea M., and Catherine Alexander. "Using the Teach-Back Method in Patient Education to Improve Patient Satisfaction." Journal of Continuing Education in Nursing 48, no. 1 (January 1, 2017): 47–52. http://dx.doi.org/10.3928/00220124-20170110-10.

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Babaian, C. "Back to the Drawing Board Reconstructing DaVinci's Vitruvian Man to Teach Anatomy." American Biology Teacher 71, no. 4 (April 1, 2009): 205–8. http://dx.doi.org/10.2307/27669413.

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Howie-Esquivel, Jill, Matthew White, Maureen Carroll, and Eileen Brinker. "Teach-Back Is an Effective Strategy for Educating Older Heart Failure Patients." Journal of Cardiac Failure 17, no. 8 (August 2011): S103. http://dx.doi.org/10.1016/j.cardfail.2011.06.345.

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Mayor, Rosario-May P., and Reynaldo Rivera. "The PNAA Nurse Balik Turo:Return to the Homeland to Give Back and Teach." Nursing Education Perspectives 33, no. 2 (March 2012): 75. http://dx.doi.org/10.5480/1536-5026-33.2.75.

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Hong, Young-Rock, Jinhai Huo, Ara Jo, Michelle Cardel, and Arch G. Mainous. "Association of Patient-Provider Teach-Back Communication with Diabetic Outcomes: A Cohort Study." Journal of the American Board of Family Medicine 33, no. 6 (November 2020): 903–12. http://dx.doi.org/10.3122/jabfm.2020.06.200217.

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Bloom, Timothy J. "Back to the Future: Using an Old Mindset to Teach Our Students Professionalism." American Journal of Pharmaceutical Education 79, no. 9 (November 25, 2015): 143. http://dx.doi.org/10.5688/ajpe799143.

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Prochnow, Jenny A., Sonja J. Meiers, and Martha M. Scheckel. "Improving Patient and Caregiver New Medication Education Using an Innovative Teach-back Toolkit." Journal of Nursing Care Quality 34, no. 2 (2019): 101–6. http://dx.doi.org/10.1097/ncq.0000000000000342.

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Haq, I., J. Fuller, and J. Dacre. "The use of patient partners with back pain to teach undergraduate medical students." Rheumatology 45, no. 4 (October 25, 2005): 430–34. http://dx.doi.org/10.1093/rheumatology/kei167.

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Badaczewski, Adam, Laurie J. Bauman, Arthur E. Blank, Benard Dreyer, Mary Ann Abrams, Ruth E. K. Stein, Debra L. Roter, Jobayer Hossain, Hal Byck, and Iman Sharif. "Relationship between Teach-back and patient-centered communication in primary care pediatric encounters." Patient Education and Counseling 100, no. 7 (July 2017): 1345–52. http://dx.doi.org/10.1016/j.pec.2017.02.022.

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MacLeod, D., K. Eastwood, C. Struthers, C. Jennings, and N. Rodger. "USING THE TEACH-BACK METHOD TO EVALUATE HF PATIENT EDUCATION: DOES IT WORK?" Canadian Journal of Cardiology 30, no. 10 (October 2014): S376. http://dx.doi.org/10.1016/j.cjca.2014.07.723.

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Mangold, Kara. "Utilization of the Simulation Environment to Practice Teach-Back With Kidney Transplant Patients." Clinical Simulation in Nursing 12, no. 12 (December 2016): 532–38. http://dx.doi.org/10.1016/j.ecns.2016.08.004.

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Hyde, Yolanda M., and Donald D. Kautz. "Enhancing Health Promotion During Rehabilitation Through Information-Giving, Partnership-Building, and Teach-Back." Rehabilitation Nursing 39, no. 4 (August 28, 2013): 178–82. http://dx.doi.org/10.1002/rnj.124.

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Belanger, Marc. "From Political Science Back to Politics: Learning to Teach Intro to Comparative Politics." PS: Political Science & Politics 37, no. 1 (January 2004): 95–99. http://dx.doi.org/10.1017/s1049096504003816.

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Vepraskas, Sarah H., Peter O’Day, Liyun Zhang, Pippa Simpson, and Sandra Gage. "Parents Support Teach-back, Demonstration, and a Postdischarge Phone Call to Augment Discharge Education." Hospital Pediatrics 8, no. 12 (November 21, 2018): 778–84. http://dx.doi.org/10.1542/hpeds.2018-0119.

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Bahri, Narjes, Sharareh Saljooghi, Ali Delshad Noghabi, and Mahdi Moshki. "Effectiveness of the teach-back method in improving self-care activities in postmenopausal women." Menopausal Review 17, no. 1 (2018): 5–10. http://dx.doi.org/10.5114/pm.2018.74896.

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Journal articles on the topic 'Teach-back'

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