Clinical with discharge planning is that nurses may

 

Clinical Question

 

 

In order
to ensure proper discharge planning has been implemented properly using teach back
method is vital during patient discharge. A literature review disclosed that
teach back method assisted in reducing health complications and decreased hospital
readmissions. One of many issues with discharge planning is that nurses may explain
instructions once, in result for information not being retainable for patients.

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As such, insufficient discharge planning can lead to negative patient outcomes.

Not only is teach back method determines
patient understanding, it also reinforces information already given.

According to Almkuist,
(2017) “heart
failure (HF) affects 5.7 million Americans; one in four patients discharged
with a diagnosis of HF are readmitted within 30 days” (p.309).  A hospital
educational study was conducted with patients’ with heart failure. 23 high
risk-heart failure patients participated in a 60 minute teach-back sessions. During
a 180-day study period, the goal was to reduce the 30-day readmission to 13.8%
for these patients. (Haney, M., & Shepherd, J. 2014, p.50) The results reported 10 out 23 (43%) changed
dietary habits, particularly sodium intake, because of the teaching. 1 out of
23 died, 3 (13%) was readmitted to the hospital with 30 days, but only one was
related to heart failure. 3 patient’s didn’t remember the teach-back method at
all, and 5 patient’s reported it’s a reminder of what they previously learned. The
study concluded teach-back method is more effective with new information a
patient hasn’t received previously. (Haney, M., & Shepherd, J. 2014, p.51)

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: patients ready for discharge

Intervention: using teach back method with patients when
creating a discharge instructions

Comparison: not using teach-back method

Outcome: patient readmission is significantly reduced
with teach back method and verbalize checklist needs.

Time: with no readmission within 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

 

In
addition, using quantitative and qualitative analysis would be best represented because in the
articles it compares the rates of no readmission of patients using that method
after discharge to the ones that get readmitted after discharge. “A naturalistic approach to research in which
the focus is on understanding the meaning of an experience from the individual’s
perspective” (Houser, 2018, p.35). One can agree
that assessing patient understanding can be quite a complex process however,
utilizing teach back method can measure how much the patient is comprehending by
repeating instructions. Qualitative research involves a lot of open-ended
questions that will help us gain incentive to the patient’s knowledge. When
comparing two different scenarios, an
acceptable level of evidence is level III because it allows the research to be
focused on comparing two different scenarios.

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

evidence
base resources. CINAHL database has various different options to refine
searches that best suite the research. For instance, date can be adjusted to
find current articles, utilizing keywords aided in filtering unwanted articles.

When I am researching a particular topic, I like
to narrow down my search terms so I can get less than 15 articles to review
rather than thousands. Doing an advanced search where I can click peer reviewed,
English written articles conducted in United States. Up to date and recent
information is always vital hence why I click on a five-year range from the
current year.

Also articles that show
types of study that show supporting evidence to back up what is stated in the
article is critical. For
instance, when searching for standardized checklist during discharge planning 235
articles appeared, then by entering the keywords teach-back method and
discharge planning the articles filtered down to about twenty, which made it
easier to read through.

The two most relevant and helpful articles
were “Can teach-back reduce hospital readmissions”  (Houser, J., 2018). In this article it
provided qualitative data that pertained the understanding of educational study
while the quantitative data provided a detailed assessment of patterns and
responses such as the rates of no readmission. The second article “Using
Teach-Back Method to Prevent 30-Day Readmissions in Patients with Heart
Failure: A Systematic Review” (Almkuist, K. D, 2017). This article uses both quantitate and
qualitative by including data analysis, which include statistical value and
allowing readers to view as a whole rather than one way of research. In
particular involving the measurable state and the individual’s subjective
response to it.

Conclusion

Overall, every research requires a different
method of approach. Both quantitative and
qualitative research increases our understanding and knowledge about different
topics and problems.  Evidence based practice research is performed
to ensure that the research conducted is unbiased, and increases positive patient outcomes. In spite of many significant advances, as a
nurse it is our duty to educate to deliver
patient-centered care by emphasizing evidence-based practice through quality
improvement approaches.