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    Evaluating the Use of Teach-Back in Simulation Training to Improve Discharge Communication Practices of Undergraduate Nursing Students

    Access Status
    Fulltext not available
    Authors
    MacLean, S.
    Kelly, Michelle
    Geddes, F.
    Della, Phillip
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    MacLean, S. and Kelly, M. and Geddes, F. and Della, P. 2018. Evaluating the Use of Teach-Back in Simulation Training to Improve Discharge Communication Practices of Undergraduate Nursing Students. Clinical Simulation in Nursing. 22: pp. 13-21.
    Source Title
    Clinical Simulation in Nursing
    DOI
    10.1016/j.ecns.2018.06.005
    ISSN
    1876-1399
    School
    School of Nursing, Midwifery and Paramedicine
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/LP140100563
    URI
    http://hdl.handle.net/20.500.11937/71746
    Collection
    • Curtin Research Publications
    Abstract

    © 2018 International Nursing Association for Clinical Simulation and Learning Background: This study evaluates the effectiveness of information- and interaction-based training interventions to improve nurses’ communication skills during the discharge of a patient. Method: A quasi-experimental control group design was applied. Students demonstrated their discharge skills with simulated patients (SPs) in three randomly assigned groups namely control, information-, and interaction-based intervention. An independent group multivariate analyses of variance was used for analysis of both the quality of discharge content and delivery across groups using student, SP, and faculty assessor ratings. Results: Significant incremental improvements in student communication skills were achieved in the interaction and information groups compared with the control group. Conclusion: A structured curriculum including high-fidelity simulation, with SPs providing feedback and evaluating students’ information- and interaction-based communication skills, is useful in improving student discharge practices and “patients'” understanding of discharge instructions.

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