Thesis : Teach Back Methodology Is A Motivatational And Interactive Way For Healthcare

Improving the quality of discharge planning in acute care include addressing the lack of appropriate staff and patient education about appropriate planning for discharge (4). This includes implementing proper discharge teaching regarding signs and symptoms to seek medical attention, management and care of medical equipment, and access to community resources (4, 5). Other challenges are patients with complex comorbidities too difficult to discharge as well as lack of community supports and equipment for newly discharge patients and lack of rehabilitation and nursing home beds (4). Consequently, acute care units are pressured to vacate hospital beds in response to the growing elderly population. Hospital professionals tend to focus discharge teaching and preparation on medical areas such as diet, activity, treatments, and medications (5). Community referrals to appropriate services at the time of hospital discharge does not often happen contributing to poorer patient outcomes and re-hospitalizations

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

In health care, the nurse holds many responsibilities. The nurse must care for a patient by following the physician’s orders, assessing labs and objective data, in addition to discerning needs for the patient discharge plan. The discharge plan should be initiated soon after the patient is admitted to the hospital. The nurse, along with the interdisciplinary team, will assess the patient needs for returning home, with the nurse providing much of the discharge education. The purpose of this discussion is to choose two learning objectives for the Shadow Health patient Tina Jones. I will describe the teaching methods I would use, discuss how I would evaluate Tina’s learning, and list any possible barriers to learning. I will also relate this to

We decided to use this method to convey the information, because the nurses on this floor are very busy taking care of sick patients. We felt it would be more convenient for them to look at the information, while they had a minute or two to themselves. To evaluate whether the teaching was effective, we created an evaluation sheet for the nurses to fill out. Some of the questions ask were: if the information was relevant to them in practice, how well the poster displayed the teaching data, how well the poster explained the need for injection rotation and to rate the overall teaching. Most of the nurses answered that they felt like the information was useful to them. However, there were a few that said the information was not that useful to them on that particular floor. The nurses, who did not feel the information was useful to them, thought the information would have been more useful to nurses on a regular floor such as the Medical

If the patient may become upset or nurse must ask intimate questions, I find an empty room, wait until the patient’s roommate has left for a while, or use an empty treatment room or office. For instance, one-to-one instruction method is one of teaching method that I can use in my teaching because it can be tailored to patient learning needs and focused on a patient's specific self-management plan. For example, patient learns how to inject insulin effectively through one-to-one instruction. It also provides an opportunity for both the nurse and the patient to communicate knowledge, idea, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well.

Patient teaching is an essential part of the healing procedure. Deliberately knowing how to diet, exercise and sleep can have an impression on the patient’s physical and mental health and this is a vital tool to uphold one’s health and vitality.

Ineffective discharge teaching often leads to unnecessary admissions to the hospital resulting in negative patient outcomes and decreased patient satisfaction. This negatively impacts the well-being of the patient and creates a financial burden on institutions. As a result, this universal practice issue requires a call to action on the part of the nursing profession. Nurses can proactively assist in assuring incidents of readmission do not occur. Nurses as educators play a critical role in the successful transition of patients from hospital to home. The overall goal of discharge education is to ensure there is an exchange of critical information between the patient and nurse in which plans of care are understood and followed. The research

It is essential for nurses to understand which appropriate method and tools should be utilized for an individual and their families when performing discharge teaching in order for the patient education to be successful which in turn will promote proper healthy healing (Bastable, 2014). The purpose of this discussion board is to develop two objectives from my teaching plan and describe the instructional methods that will help Tina with meeting these objectives, identify which evaluation method I will utilize to help determine if the objectives were met and explain why I chose this particular evaluation method for Tina. And further discuss any potential barriers that might be expected and discuss how I plan to address these potential barriers.

The National Patient Safety Goal 13 was to encourage patients to actively involve in their own care as a patient safety strategy. As per the Joint Commission (2007), the teach-back method is the preferred method to address that goal. According to Fenwick ( n.d.), “Teach-back can help providers communicate with people with low health literacy, but it can also help with communicating overall—even with people with proficient health literacy”. Both the National Quality Forum and The Joint Commission endorse the teach-back method for use in teaching and proper administration of discharge instructions for both the patients and caregivers (Fenwick, n.d.). The American Medical Association also provides the tool kit to educate health care professionals in the use of the teach-back method (Fenwick, n.d.).

This learning will occur in a quiet exam room in a local clinic at a time that will best work for the client. The exam room will be quiet with a window to the courtyard. The teaching will not be rushed. KV and I will be sitting at a table facing each other. I will have written information as well as visual aides to promote learning. This will promote the learning by minimizing distractions, and allowing the learner to feel comfortable. I will include pictures and diagrams in the teaching as the client does learn best hands on. I will also use the clinic resources such as pamphlets and research studies to aid my teaching. I

Readmissions create financial burden for health care system which point out ineffective preparation of patient for self-care at home. The author identified issue of unsuccessful CADD pump infusion ,unplanned readmissions and call back due to CADD pump issue in the ambulatory center of the institution. The purpose of this pilot project is implement more effective patient education practice and expected to improve the successful rate of infusion through CADD pump and reduce the unplanned readmission rate. To achieve the goal, the author did organizational culture and readiness assessment, described problem and solution as of incorporate teach back method in to the patient education section with evidences which are derived, evaluated and listed

The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision

Patient hand-offs have become an integral part of patient care throughout the continuum of medical care. Patient hand-offs occur anytime in the care of a patient that one provider is “handing off” the responsibility of care from one’s self to another provider. During this time a lot of important information must be conveyed clearly and succinctly specifically because the human brain can absorb and retain only so much information at one time. This issue is even more important since the implementation of ACGME work hour restrictions which has led to more hand-offs occurring than ever before. During each and every hand-off there is risk for errors. Therefore, there needs to be further research into the methods and

The teaching plan can be tailored to the needs of the patients who will be attending the classes. It can be tailored to the patient’s abilities, developmental stage and learning styles. The teaching plan can be a combination of lecture format, handouts, videos, powerpoint presentations, demonstrations and group discussion. The fee charged for the teaching program has to be determined by the person, group or facility offering the teaching program. Many insurances do not reimburse for this type of education. This has to be taken into consideration with the intended audience.

The health professional’s role in teaching at different life stages is very demanding and gratifying. The health care professional should approach patients at their level. According to Falvo (2011), “Effective patient-centered patient teaching uses creative techniques in which psychosocial factors are identified and incorporated” (Pg 84). Medical jargon should not be used during teaching times