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Teach-back: A systematic review of implementation and impacts

Talevski, J, Shee, AW, Rasmussen, Bodil, Kemp, G and Beauchamp, Alison 2020, Teach-back: A systematic review of implementation and impacts, PLoS ONE, vol. 15, no. 4, pp. 1-18, doi: 10.1371/journal.pone.0231350.

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Title Teach-back: A systematic review of implementation and impacts
Author(s) Talevski, J
Shee, AW
Rasmussen, BodilORCID iD for Rasmussen, Bodil orcid.org/0000-0002-6789-8260
Kemp, G
Beauchamp, AlisonORCID iD for Beauchamp, Alison orcid.org/0000-0001-6555-6200
Journal name PLoS ONE
Volume number 15
Issue number 4
Start page 1
End page 18
Total pages 18
Publisher PLOS
Place of publication San Francisco, CA
Publication date 2020-04-14
ISSN 1932-6203
Keyword(s) Health education and awareness
Patients
Nurses
Randomized controlled trials
Critical care and emergency medicine
Diabetes mellitus
Human learning
Systematic reviews
Science & Technology
Multidisciplinary Sciences
Science & Technology - Other Topics
HEALTH LITERACY
HEART-FAILURE
EDUCATIONAL INTERVENTIONS
AMERICAN ASSOCIATION
CONTROLLED-TRIAL
COMMUNICATION
CARE
MANAGEMENT
PHYSICIANS
Summary Patients often have difficulty comprehending or recalling information given to them by their healthcare providers. Use of 'teach-back' has been shown to improve patients' knowledge and self-care abilities, however there is little guidance for healthcare services seeking to embed teach-back in their setting. This review aims to synthesize evidence about the translation of teach-back into practice including mode of delivery, use of implementation strategies and effectiveness. We searched Ovid Medline, CINAHL, Embase and The Cochrane Central Register of Controlled Trials for studies reporting the use of teach-back as an educational intervention, published up to July 2019. Two reviewers independently extracted study data and assessed methodologic quality. Implementation strategies were extracted into distinct categories established in the Implementation Expert Recommendations for Implementing Change (ERIC) project. Overall, 20 studies of moderate quality were included in this review (four rated high, nine rated moderate, seven rated weak). Studies were heterogeneous in terms of setting, population and outcomes. In most studies (n = 15), teach-back was delivered as part of a simple and structured educational approach. Implementation strategies were infrequently reported (n = 10 studies). The most used implementation strategies were training and education of stakeholders (n = 8), support for clinicians (n = 6) and use of audits and provider feedback (n = 4). Use of teach-back proved effective in 19 of the 20 studies, ranging from learning-related outcomes (e.g. knowledge recall and retention) to objective health-related outcomes (e.g. hospital re-admissions, quality of life). Teach-back was found to be effective across a wide range of settings, populations and outcome measures. While its mode of delivery is well-defined, strategies to support its translation into practice are not often described. Use of implementation strategies such as training and education of stakeholders and supporting clinicians during implementation may improve the uptake and sustainability of teach-back and achieve positive outcomes.
Language eng
DOI 10.1371/journal.pone.0231350
Indigenous content off
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2020, Talevski et al.
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30136208

Document type: Journal Article
Collections: Faculty of Health
School of Nursing and Midwifery
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.