Implementing teach‐back during patient discharge education

Abstract

Aim To determine how registered nurses understood the teach‐back method and whether such understanding translated to better evaluation of patients' understanding of discharge instructions. Background The teach‐back method helps nurses confirm whether the information provided to patients is understood. The current literature indicates the benefits of teach‐back; however, nurses do not apply the method adequately during discharge teaching. Design This study used a qualitative pretest–posttest design with an educational session. Methods A consecutive sampling method was used. Twelve nurses were interviewed using a discussion guide to gauge their understanding of the teach‐back method during the period July to August 2016. This was followed by an educational session on the teach‐back method. Nurses then implemented the method on the medical/surgical unit. A second interview was conducted using a questionnaire to evaluate participants' understanding of the method. Data were analyzed using Atlas.ti 7 software. Results Participants' knowledge of the teach‐back method increased. Participants identified benefits associated with the method, but time constraint was a concern. Conclusion The findings contribute to an understanding of the teach‐back method by nurses. Patient care will benefit if the method is reinforced among nurses through continuing in‐service education.

Analysis of the Demand for Continuing Education of Nurses in the Department of Infectious Diseases and Its Influencing Factors

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