Gottlieb, M., Schipfer, R., Shah, S., McKinney, D., Casey, P., Stein, B., & Thompson, D. (2023). Cross-sectional analysis of avoidable emergency department visits before and during the COVID-19 pandemic. The American Journal of Emergency Medicine, 66, 111–117.
The article admits that the pandemic had a severe impact on emergency departments (EDs) and their work. Thus, the study shows a significant decline in avoidable ED visits discharged in the last two years. It means that resource allocation, hospital work, and staffing are critical factors that influence the problem and shape the outcomes.
Hesselink, G., Sir, O., Koster, N., Tolsma, C., Munsterman, M., Rikkert, M., & Schoon, Y. (2022). Teach-back of discharge instructions in the emergency department: A pre–post pilot evaluation. Emergency Medicine Journal, 39, 139–146.
The research emphasizes the importance of the teach-back method as an approach to improve patient outcomes after discharge from the emergency department and to reduce the number of new emergency department visits. The article admits that cooperating with clients and having them repeat the information is key to enhanced understanding and the avoidance of critical mistakes, as well as self-care or similar activities.
Holcomb, J., Ferguson, G., Thornton, L., & Highfield, L. (2022). Development, implementation, and evaluation of Teach Back curriculum for community health workers. Frontiers in Medicine, 9.
The researchers admit that the teach-back method is effective in improving patients’ understanding and retention of health information. For this reason, using the approach in practice is essential. However, health workers might lack understanding of how to use the method in current settings. For this reason, the article offers the methods of explaining the teach-back method to care providers.
Hong, Y., Jo. A., Huo, J., Cardel, M., & Mainous, A. (2022). Pathways of teach-back communication to health outcomes among individuals with diabetes: A pathway modeling. Journal of Primary Care & Community Health, 13.
The article emphasizes the teach-back method as the central tool for fostering interactive communication between patients and providers. However, despite its efficiency, the mechanism for aligning cooperation remains underresearched. For this reason, the article offers methods for establishing the effective teaching-back model in real settings to achieve better outcomes and prevent critical events among populations with specific care needs.
Mahajan, M., Hogewoning, J., Zewald, J., Kerkmeer, M., Feitsma, M., van Rijssel, D. (2020). The impact of teach-back on patient recall and understanding of discharge information in the emergency department: the Emergency Teach-Back (EM-TeBa) study. International Journal of Emergency Medicine, 13(49).
Patients leaving emergency departments may have a poor understanding of discharge information, increasing the risk of new visits. Under these conditions, the teach-back method is one of the techniques to assess whether comprehension levels are sufficient and whether clients will not experience undesired outcomes in the future.
Miyazawa, A., Maeno, T., Shaku, F., Tsutsumi, M., Kurihara, H., Takayashiki, A., Kohno, M., Suzuki, M., & Maeno, T. (2019). Inappropriate use of the emergency department for nonurgent conditions: Patient characteristics and associated factors at a Japanese hospital. Journal of General and Family Medicine, 20(4), 146–153.
The research delves into the factors driving inappropriate use of the emergency department and ways to reduce the number of accidents. The authors show that patients with previous out-of-hours ED visits had higher risks of inappropriate use of the ED. It means that patient education after accidents of this sort remains a central tool for improving outcomes.
Naouri, D., Ranchon, G., Vuagnat, A., Schmidt, J., El Khoury, C., Yordanov, Y., & French Society of Emergency Medicine (2020). Factors associated with inappropriate use of emergency departments: findings from a cross-sectional national study in France. BMJ Quality & Safety, 29(6), 449–464.
The study says that inappropriate visits to emergency departments may account for up to 40% of all visits. Furthermore, the number of avoidable ED visits might be similar. For this reason, a clear understanding of the factors driving incidents is essential to reducing their number and improving the effectiveness of the healthcare sector.
Talevski, J., Wong Shee, A., Rasmussen, B., Kemp, G., & Beauchamp, A. (2020). Teach-back: A systematic review of implementation and impacts. PloS One, 15(4), e0231350.
The source notes that the teach-back method may be a practical way to improve patients’ comprehension of information provided by care providers. The authors admit that the method improves patients’ knowledge and self-care abilities, which may also help reduce emergency department visits. The investigators admit the simplicity and positive effects of the discussed approach.
Williams, C. A., & Haffizulla, F. (2021). Factors associated with avoidable emergency department visits in Broward County, Florida. Cureus, 13(6), e15593.
The research indicates that the inappropriate use of emergency departments is a serious issue in U.S. healthcare. The authors’ research shows that the burden of emergency department overutilization can be reduced by using patient education and strategies to cultivate better self-care practices. For this reason, addressing the problem is directly connected with the population’s health knowledge.
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal practitioner: For the Health Care Professionals of the VA, DoD, and PHS, 36(6), 284–289.
The article delves into the peculiarities of a teach-back method as the primary tool for reinforcing patient education. The authors acknowledge its advantages in reducing the number of new visits or inappropriate use of emergency department services. The research acknowledges the method’s efficiency and applicability across various settings.