Clinical Question



In order to ensure proper discharge planning
has been implemented properly the use of teach-back method is vital. A
literature review revealed that the teach-back method has helped reduce
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. Insufficient
discharge planning can lead to negative patient outcomes.

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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,

            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

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

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

(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).

long should a nurse spend time with a patient to truly know if they retain
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). “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. In addition, at
the time of discharge, the patient ought to be provided with documents that
incorporate language and literacy-appropriate instructions and patient
education to help in successful transition from the hospital.

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


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 by Kornburger et al., (2013) and Who gets a
teach-back? Patient-reported incidence of experiencing a teach-back. By 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 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


















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