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need to be able to access published research studies and then utilize them to support the need for change. I have gathered five creditable sources and placed them in the aforementioned Evidence Critique table, which summarizes their evidence strength and hierarchy. To further delve into theses editorials, we will develop an evidence bases summary. The first article written by Kimberly Almkuist compares four studies that utilize teach-back education and its effect on the reduction of re-admission of discharged patients. Criteria for this research was: patients had to be age 18 and older, suffer from Heart Failure, post CABG or required other chronic disease management (Almkuist, 2017). The conclusion of Almkuist was the teach-back method did provide proof a reduction of re-admissions in some studies, however other studies felt that the teach-back method only worked in conjunction with other means to have a readmission reducing impact (Almkuist, 2017). This article supports the recommended practice change by providing proof a reduction of re-admissions rates and highlighting the need for the interdisciplinary approach from all stake holders. The second source purposes a theory that the nurse’s most important activity is effective teaching of her patients, to increase their knowledge about their conditions and ability to self-manage (Flanders, 2018). S. Flanders utilizes some portions of the CURN model and states the nurse must create a learning environment. Nurses can capture and foster a learning environment by prioritizing the individual learning needs, identify learning styles, investing time in face to face sessions, assessing, reassessing was the conclusion of this article. This article supports my practice change recommendation by exploring individual learning needs and styles to better help patients understand and retain pertinent discharge education.
C301: TASK ONE6My next article focuses on a random controlled study based on teach-back instructions verses standard instructions given at discharge using the REALM-R (Rapid Estimate of Adult Literacy in Medicine-Revised) which measures health literacy of the patients surveyed in this study (Griffey, 2015). This article measured perceived comprehension and comprehension of the discharge education and instructions. The end results were evaluated by utilizing Consumer Assessment of Healthcare Providers and Systems questionnaires by the AHRQ (Agency for Healthcare Research and Quality) (Griffey, 2015). For this expose, the conclusion was multiple approaches on how discharge instructions are provided increase the comprehension level for the patient. This article supports the recommended practice change by using verbal, written, and teach-back methods to ensure patients have a full understanding of the provided instructions and education. The fourth dissertation analyzes the need for different approaches in providing discharge instruction for each patient through a quantitative study. An observational study utilizing a 13-question survey tool use used along with a two-way ANOVA analysis to evaluate the relationshipbetween the patient’s characteristics and levels of understanding (Sheikh, 2018). Low income