Teach-back is a health literacy tool that can be used by orthopaedic nurses to assess their patients' understanding of what has been taught and immediately clarify and review concepts that were misunderstood. Research supports the use of teach-back to engage patients in the learning process, thereby reducing hospital readmissions, and improving self-management, safety, patient satisfaction, and patient outcomes. Nursing journals, however, lack articles that take nurses through the steps of implementing teach-back in their practice. This article describes the four stages of teach-back and takes you step by step through the process of integrating this health literacy tool in your patient education practices.

Bibliometric analysis can be used to identify not only major centres of English-language ENT surgical research, such as the USA and UK but centres that are producing high-quality data, such as Spain, and cost-effective research, such as the UK. It can also highlight areas of increasing success in ENT research.

Type 2 diabetes is a prevalent chronic health condition more frequently affecting adults ages 65 and older. Furthermore, these individuals tend to have more type 2 diabetes–associated complications, compared with younger individuals with diabetes, and face unique challenges throughout the self-management process. Despite many studies and reviews about diabetes self-management, few researchers focus specifically on older adults. Of particular importance is the need to understand self-management challenges through the patient's lens. Therefore, the purpose of the current review is to examine and summarize the qualitative literature concerning type 2 diabetes self-management barriers in older adults. Following critical appraisal of literature published from 2007–2018, 10 articles were reviewed and content analysis performed. Four themes emerged: Lack of Knowledge and Understanding , Self-Management Implementation Challenges , Culture and Language Barriers , and Health Care Providers as a Perceived Barrier . The state of the qualitative science, implications for nursing practice, and recommendations for future research are discussed. [ Journal of Gerontological Nursing, 45 (3), 43–54.]

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