Sharkiya, S. H. (2023). Quality communication can improve patient-centered health outcomes among older patients: a rapid review. BMC Health Services Research, 23(1), 1–14. BMC. https://doi.org/10.1186/s12913-023-09869-8
This article explores the strategies used to ensure effective communication. It also evaluates the connection between the quality of communication and patient outcomes. This article outlines verbal strategies like positive talk and clarity as critical in enhancing communication. Additionally, it highlights non-verbal strategies such as smiling and nodding. Combining verbal and non-verbal is key to sharing information effectively and efficiently. This resource is useful because it provides standard communication strategies, which would be integral during patient education.
Murugesu, L., Heijmans, M., Rademakers, J., & Fransen, M. P. (2022). Challenges and solutions in communication with patients with low health literacy: Perspectives of healthcare providers. PLOS ONE, 17(5), e0267782. https://doi.org/10.1371/journal.pone.0267782
This resource shares challenges providers encounter when communicating with patients, especially those with low health knowledge. The findings show that issues like a lack of patients’ understanding of explanations and patients’ failure to participate are common during communication. The article offers solutions such as patient-specific materials, encouraging patients to bring companions, and remaining approachable. It also advises providers to request patients to write questions beforehand. This resource is useful because it prepares nurses to overcome communication challenges during patient education sessions.
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). https://doi.org/10.1371/journal.pone.0231350
This research recognizes the significance of the teach-back method in helping patients remember provider instructions. It is a strategy in which a nurse asks the patient to repeat what they have learned to identify gaps and correct them. The article also provides approaches for enhancing the teach-back method. One of them includes utilizing incentives such as recognition to reinforce learning. Another one includes creating healthy relationships with patients so they can feel free to express themselves during education sessions. This resource is valuable since it establishes ways nurses can make the teach-back method more effective.