NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020475
Record Type: Journal
Publication Date: 2014-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0017-8969
A Critical Review of the Effectiveness of "Teach-Back" Technique in Teaching COPD Patients Self-Management Using Respiratory Inhalers
Dantic, Dennis Emralino
Health Education Journal, v73 n1 p41-50 Jan 2014
Objective: To examine and discuss the evidence base behind the effectiveness of the "teach-back" technique as an educational intervention for chronic obstructive pulmonary disease (COPD) patient self-management using respiratory inhalers. Design: A systematic literature review Method: A search was conducted through Medline, CINAHL Embase, Cochrane Library Databases and reference lists to obtain publications reporting on the "teach-back" technique as an educational intervention for teaching COPD patients to use a respiratory inhaler. Results: There were nine studies selected that met the criteria for inclusion in this review. The articles provided strong and valid evidence in the conversion of incorrect to correct inhaler use after using the "teach-back" technique among COPD patients. Most of the studies showed a statistically significant increase in the proportion of correct inhaler use. Conclusion: The result of this review has research and routine clinical practice implications. Further research examining the long-term benefits of the "teach-back" technique and correct use of inhalers is recommended. In clinical practice, it provides an alternative and effective patient education strategy for COPD patient self-management using respiratory inhalers.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A