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In order to ensure
proper discharge planning has been implemented properly the use of teach-back
method is vital. A literature review disclosed that the teach-back method has assisted
in reducing complications in patients that they have experienced along with
decreasing hospital readmissions. The issue with discharge planning is nurses
may explain instructions once, in result for information not being retainable
for patients. Insufficient discharge planning can lead to negative patient
outcomes.

According to
the National Quality Forum, indicates that utilizing teach back method is one
of 34 “safe practices” hence why the implementation of this particular method
during discharge planning can drastically help reduce errors (Jager &
Wynia, 2012). Not only is teach back method determines patient understanding, it also reinforce
information already given,

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            The
purpose of this paper is to discuss how utilizing the teach-back method during
discharge planning impacts patient outcomes. This published research can be
more focused based on the PICOT pneumonic:

Population: Acute care families and patients ready for
discharge

Intervention: Using teach back method with patients when
creating a standardized checklist to reduce hospital readmission

Comparison: Patient’s who do not use teach back method
when creating discharge checklist

Outcome: patient readmission is significantly reduced
when patient’s and family members involved with verbalizing checklist needs.

Time: No readmission for 30 days

PICOT question: Is patient discharge planning compromised
when nurses do not use teach-back method in comparison to the one who utilize
this method?  

 

Levels of Evidence

 

For the
research project, it is vital to present evidence that lay out results in the
studies. In addition, using a quantitative research is appropriate because it
will help show the impact on patients utilizing the teach-back method. A level
I evidence allows the reader to fully understand the concern as well as
quantitative method of

research which focuses on efforts the author
has made to ensure creditability and

trustworthiness (Houser, 2018).  “The American Medical Association has recommended
that hospital personnel use plain language and visual aids, keep focus on the
most vital aspects of discharge teaching, then ask the patients to repeat the
information, or teach-back what the staff has taught them to ensure
understanding” (Jager & Wynia, 2012).

            How long should a nurse spend time
with a patient to know if they retain discharge instructions? “Patient
education should be completed in small blocks of time to prevent overwhelming
the patient with information, and periodically checked for understanding”
(Kornburger et al., 2013). Moreover, “those patients who have poor health
literacy may find discharge planning confusing and overwhelming, which leads to
noncompliance with discharge teaching” (Kornburger et al., 2013). First and foremost determining the appropriate level
of services required is highly significant. With proper communication,
discharge planning and health literacy will have a greater effect and lighten a
portion of the readmission issues. It takes communication to make sense of the
level of health literacy that the patient can fully comprehend it. “A
naturalistic approach to research in which the focus is on understanding the
meaning of an experience from the individual’s perspective” (Houser, 2018). To
get first hand evidence is to directly go to the source in which patient is
experiencing.

Search Study

A credible resource is keen when conducting
research-based study as they are

backed
by evidence, and peer reviewed. Thus, CINAHL was utilized to find the

resources.

CINAHL database allows users to choose in each criteria to best suite the

research.

For instance, date can be adjusted to find current articles, utilizing
meticulous

keywords
aided in filtering unwanted articles. At first, when searching for discharge
planning 500 articles had appeared, then by entering the keywords teach-back
method and discharge planning the articles filtered down to 20, which made it
easier to read through. Utilizing keywords from the PICOT question had also
filtered out many the options from the 20 articles. Narrowing down the articles
to 5 specific articles, which would aid in the problematic topic at hand.

 The
two most relevant and helpful articles were TeachBack” to Promote a
Safe Transition From Hospital to Home: An Evidence-Based Approach to Improving
the Discharge Process (Kornburger
et al., 2013) and Who
gets a teach-back? Patient-reported incidence of experiencing a teach-back. (Jager,
A., & Wynia, M. 2012). These two articles are important because they
utilize qualitative approach of study which would be beneficial because it
allows the researcher to utilize first hand experience and also uses secondary
method of research by including data analysis which include statistical value
and allowing readers to view as a whole rather than one way of research.

 

Conclusion

In conclusion every research requires a
different method of approach. For some

research
qualitative study works rather than quantitative and for some both methods are

just
as important. Evidence based practice research is performed to ensure that the

research
conducted is unbiased, trustworthy, and true to the viewers and to better
enhance

quality
of work and patient care especially by nursing staff worldwide. As a nurse it
is

our
duty to not just protect our patient but also to be the voice of one another.

Research

can
be daunting but working with the right search strategy can make it simpler and
to the

point.

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