Clinical Question In order to ensure proper discharge planninghas been implemented properly the use of teach-back method is vital. Aliterature review revealed that the teach-back method has helped reducecomplications in patients that they have experienced along with decreasing hospitalreadmissions. The issue with discharge planning is nurses may explaininstructions once, in result for information not being retainable.
Insufficientdischarge 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”, hencewhy the implementation of this particular method during discharge planning can drasticallyhelp reduce errors (Jager & Wynia, 2012). Not only is teach back method determinespatient understanding, it also reinforce information already given, The purpose of this paper is todiscuss how utilizing the teach-back method during discharge planning impactspatient outcomes.
This published research can be more focused based on the PICOT pneumonic:Population: Acute care families and patientsready for dischargeIntervention: Using teach back methodwith patients when creating a standardized checklist to reduce hospitalreadmissionComparison: Patient’s who do not useteach back method when creating discharge checklistOutcome: patient readmission issignificantly reduced when patient’s and family members involved withverbalizing checklist needs.Time: Noreadmission for 30 daysPICOT question: Is patient discharge planning compromisedwhen nurses do not use teach-back method in comparison to the one who utilizethis method? Levels of Evidence For the research project, it is vital topresent evidence that lay out results in the studies. In addition, using aquantitative research is appropriate because it will help show the impact onpatients utilizing the teach-back method. A level I evidence allows the readerto fully understand the concern as well as quantitative method ofresearchwhich focuses on efforts the author has made to ensure creditability andtrustworthiness(Houser, 2018). “The American MedicalAssociation has recommended that hospital personnel use plain language andvisual aids, keep focus on the most vital aspects of discharge teaching, thenask the patients to repeat the information, or teach-back what the staff hastaught them to ensure understanding” (Jager & Wynia, 2012). Howlong should a nurse spend time with a patient to truly know if they retaininstructions? “Patient education should be completed in small blocks of time toprevent overwhelming the patient with information, and periodically checked forunderstanding” (Kornburger et al., 2013).
“Those patients who have poor healthliteracy may find discharge planning confusing and overwhelming, which leads tononcompliance with discharge teaching” (Kornburger et al., 2013). First and foremost determining theappropriate level of services required is highly significant. In addition, atthe time of discharge, the patient ought to be provided with documents thatincorporate language and literacy-appropriate instructions and patienteducation to help in successful transition from the hospital.
With proper communication, discharge planningand health literacy will have a greater effect and lighten a portion of thereadmission issues. It takes communication to make sense of the level of healthliteracy that the patient can fully comprehend it. “Anaturalistic approach to research in which the focus is on understanding themeaning of an experience from the individual’s perspective” (Houser, 2018). Toget first hand evidence is to directly go to the source in which patient isexperiencing.
SearchStudyAcredible resource is keen when conducting research-based study as they arebacked by evidence, and peerreviewed. Thus, CINAHL was utilized to find theresources. CINAHL database allowsusers to choose in each criteria to best suite theresearch. For instance, date can beadjusted to find current articles, utilizing meticulouskeywords aided in filtering unwantedarticles. At first, when searching for discharge planning 500 articles hadappeared, then by entering the keywords teach-back method and dischargeplanning the articles filtered down to 20, which made it easier to readthrough. Utilizing keywords from the PICOT question had also filtered out manythe options from the 20 articles. Narrowing down the articles to 5 specificarticles, which would aid in the problematic topic at hand.
The two most relevant and helpful articleswere TeachBack” to Promote aSafe Transition From Hospital to Home: An Evidence-Based Approach to Improvingthe Discharge Process by Kornburger et al., (2013) and Who gets ateach-back? Patient-reported incidence of experiencing a teach-back. By Jager,A., & Wynia, M. (2012). These two articles are important because theyutilize qualitative approach of study which would be beneficial because itallows the researcher to utilize first hand experience and also uses secondarymethod of research by including data analysis which include statistical valueand allowing readers to view as a whole rather than one way of research.
ConclusionInconclusion every research requires a different method of approach. For someresearch qualitative study worksrather than quantitative and for some both methods arejust as important. Evidence basedpractice research is performed to ensure that theresearch conducted is unbiased,trustworthy, and true to the viewers and to better enhancequality of work and patient care especiallyby nursing staff worldwide. As a nurse it isour duty to not just protect ourpatient but also to be the voice of one another. Researchcan be daunting but working with theright search strategy can make it simpler and to thepoint.