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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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Nursing Evaluation01:15

Nursing Evaluation

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Assessment of Respiration01:23

Assessment of Respiration

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The respiratory system's basic structures and primary functions lay the foundation for nurses' comprehensive respiratory assessments. This assessment includes subjective and objective data to gauge the patient's respiratory health.
Subjective Assessment: Nurses interview the patient to gather information directly during the subjective assessment. It includes questions about the individual's medical history, medications, and symptoms, focusing on past respiratory conditions like...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Related Experiment Video

Updated: Oct 25, 2025

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Assessing Teach-Back Utilization in a Downtown Medical Center.

Karen Komondor, Ryan Choudhury

    Health Literacy Research and Practice
    |August 11, 2021
    PubMed
    Summary

    Healthcare providers reported high use of Teach-Back, but patient recall was significantly lower. Regular training is crucial for addressing barriers and improving patient understanding in healthcare settings.

    Area of Science:

    • Health Literacy
    • Patient Education
    • Healthcare Communication

    Background:

    • St. Vincent Charity Medical Center policy mandates clear patient communication using plain language and Teach-Back.
    • Teach-Back, a method for confirming patient understanding, is a key component of effective health communication.
    • Assessing the accuracy of documented Teach-Back use was a challenge.

    Purpose of the Study:

    • To evaluate healthcare provider knowledge and utilization of the Teach-Back method.
    • To identify and address barriers hindering the consistent use of Teach-Back.
    • To determine patient recall of Teach-Back implementation by their providers.

    Main Methods:

    • Anonymous online surveys were administered to internal medicine residents and nurses regarding Teach-Back.

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  • Provider survey data informed mandatory training sessions focused on health literacy and Teach-Back.
  • Inpatient surveys were conducted to assess patient recall of Teach-Back usage.

    • Main Results:

    • A high percentage of providers (96.3%) believed Teach-Back should be used frequently, yet only 79.9% reported using it.
    • Providers rated their confidence in using Teach-Back highly but also reported significant barriers.
    • Only 46% of surveyed patients recalled their providers using the Teach-Back method.

    Conclusions:

    • A notable discrepancy exists between provider-reported Teach-Back use and patient recall, suggesting potential overestimation of utilization.
    • Patient recall may be influenced by the timing of surveys during their hospital stay.
    • Consistent provider training effectively addresses barriers and misconceptions surrounding Teach-Back, reinforcing its importance in patient care.