Background
Evidence-based research is a sure way for clinical officers to improve medical practice. Evidence-based research allows patients and clinicians to make informed decisions about treatment options while using Whole Health and integrative health approaches. Evidence-based clinical practice refers to an extraordinary decision-making approach where the practitioner uses evidence available jointly with the patient to make informed decisions on the best treatment option. The best available evidence of medical research, physical exams, diagnostic review, and known treatment risks and benefits allow medical practitioners to make favorable medical decisions. This evidence allows the practitioners to inform the patients about the benefits and risks of specific interventions and make the patient part of the treatment process. Hence, a high level of evidence promotes evidence-based practice, whereby the medical practitioners make decisions derived from scientific research.
Nature of an Article Supporting Teach-Back Method
“Use and effectiveness of the teach-back method in patient education and health outcomes” by Yen and Leasure (2019) is a peer-reviewed article that analyses the usefulness of the teach-back method in reinforcing patient training. According to Bowen and Forrest (2017), peer-reviewed articles derive from quality research studies like randomized control trials, clinical practice guidelines, and systematic reviews. The current article references data from different medical journals that use control-case studies, randomized control trials, and qualitative interviews to understand the impact of the teach-back technique in promoting patient education and changing health consequences. Besides, published under the Federal Practitioner peer-reviewed clinical journal, the article has gone through rigorous screening before its publication. The peer-reviewed journal only publishes the pieces that meet the standards established for a given discipline since only the scientific data exists in peer-reviewed journals.
Type of Research
The article contains primary research about teach-back intervention based on the application perspective. The fundamental analysis focuses on increasing knowledge and giving in-depth knowledge about the scientific explanations and their conclusions. Yen and Leasure (2019) focus more on collecting in-depth data to understand how educators use the teach-back strategy to alter healthcare outcomes. Besides, the findings of this theoretical study are available in peer-reviewed Federal Practitioner clinical journals.
Research Design
The work relies on a systematic literature review to gather relevant and valid data about the study topic. Precisely, Yen and Leasure (2019) followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline to search for relevant articles and format results. The study relied on functional studies in four major databases: ProQuest, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, and Elton B. Stephens Co. (EBSCO).
Possible Sources of Bias
The reliance on systematic reviews increases the risk of selection bias in the study. Drucker et al. (2016) define selection bias as a preference in synthesizing studies where the researcher selects the outcomes and findings based on the statistical significance through the analyses. The systematic literature review may have led to the neglect of some sources that might have had more significant importance to the study.
Quality of the Article
Overall, “Use and effectiveness of the teach-back method in patient education and health outcomes” by Yen and Leasure (2019) is a quality outcome that offers valid data. Additionally, the article provides clinically and statistically data, improving the overall healthcare outcomes. The consequences of the systemic review of the literature have enhanced the practitioners’ ability to care for patients with different illnesses. Hence, the results’ validity, reliability, and significance make the report a quality work.
References
Bowen, D. M., and Forrest, L. J. (2017). Translating Research for Evidence-Based Practice. American Dental Hygienists Association
Drucker, A. M., Fleming, P., & Chan, A.-W. (2016). Research Techniques Made Simple: Assessing Risk of Bias in Systematic Reviews. Journal of Investigative Dermatology, 136(11), e109–e114. Web.
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal practitioner, 36(6), 284.