Date of Graduation

Spring 5-17-2018

Document Type


Degree Name

Doctor of Nursing Practice (DNP)


School of Nursing and Health Professions




Family Nurse Practitioner

First Advisor

Jodie Sandhu


Health literacy is an important component of successful health care delivery and relies on both individual and systemic factors to achieve. For individuals not trained in the medical field, health literacy can be a complicated and perplexing web of information to navigate. Patients can have varying degrees of health literacy affecting their understanding of health conditions, especially the elderly, immigrants, minorities, and the low-income populations. Limited health literacy can pose risks on a patient’s well-being, interfere with their self-care and health maintenance, and possibly create obstacles for the patient if health instructions are not clearly understood. One proven model of improving patient’s understanding of their condition and needed care, is the teach back method. The teach-back method is easily accessible to all providers and effortless to use and is transferable across health care settings so that it can be utilized globally. The teach-back method consistently increases patient proficiency in health literacy and disease awareness, while minimizing the potential for misinterpretation (Agency for Healthcare Quality and Research [AHRQ], 2015). Given high rates of chronic and preventable diseases (Center for Disease Control, 2018), increased access to care, and limited time available to actively engage with patients, finding various ways of utilizing the teach back method effortlessly, can help patients better manage their health. In order to increase awareness of various methods of implementing teach back method and promoting quality outcomes for providers, this paper will review the teach back method; investigate the various methods of utilization; and highlight effective models to integrate teach back in every patient encounter.

Included in

Nursing Commons