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High blood pressure, also known as hypertension, represents a major health threat, especially when being comorbid with other health concerns, such as cardiovascular disease (CVD). Given the increased probability of a myocardial infarction that high blood pressure entails, strategies for managing the threat need to be introduced into the current framework. Specifically, raising patient awareness and education levels must be seen as a necessity so that the target audience could recognize the symptoms of an emergent threat and address healthcare services immediately. Encouraging to incorporate the teach-back approach into the framework for building patient awareness concerning hypertension, the papers by Hong et al. (2019) and Zabolypour et al. (2020) deserve close attention and have high credibility due to the use of high-rate evidence and the application of primary research.
The introduction of the teach-back approach has been discussed quite broadly in some of the recent papers addressing the problem of hypertension and the related concerns. Hong et al. (2019) offer a cohort study with high-level evidence obtained from a primary research conducted by collecting aggregated data from a substantial sample size. Therefore, the research data can be considered credible and worthy of being used in the relevant research on the issue of hypertension management with the help of the teach-back approach. Specifically, the results of the study indicate that the introduction of the teach-back method allows preventing cases of CVD development in vulnerable patients after they are released form healthcare facilities. Therefore, the incorporation of a longitudinal approach into the analysis is also justified, serving the purpose of the paper respectively.
Another study on the issue of incorporating the teach-back approach into the prevention of hypertension development in vulnerable patients, the research by Zabolypour et al. (2020) should be mentioned. The specified article details the effects of the teach-back approach on a population of 81 hypertension patients in the Yasu clinical center. Deploying a reasonable sampling strategy that allows avoiding key biases, the researchers have conducted a thorough an exhausting assessment of the teach-back framework and its effects on patient awareness rates. The use of the primary research, namely, the application of the randomized controlled trial framework with a control group, has created opportunities for testing the teach-back method effectively. The results of the study confirm that the inclusion of the teach-back framework leads to a significant improvement in controlling the problem. Particularly, patients become more aware of the threats that they face, the factors that increase the exposure to the threats in question, and the ways of avoiding the key risks. Therefore, the specified research can be considered a particularly valuable addition to the collection of evidence on the subject of the usefulness of the teach-back approach in addressing the needs of patients with hypertension.
With the use of primary research as the means of eliciting key day and the integration of the high-level evidence into the body of their studies, Hong et al. (2019) and Zabolypour et al. (2020) have produced the conclusions that can substantiate a framework for a teach-back approach in the context of modern nursing and healthcare setting. Specifically, the authors use quantitative research frameworks such as the cohort study to demonstrate the efficacy of the teach-back method as the means of addressing the problem of low awareness rates in vulnerable populations. Thus, with the incorporation of trach-back techniques, at-risk groups will be protected from the threat of a myocardial infarction.
References
Hong, Y. R., Cardel, M., Suk, R., Vaughn, I. A., Deshmukh, A. A., Fisher, C. L., Pavela, G., & Sonawane, K. (2019). Teach-back experience and hospitalization risk among patients with ambulatory care sensitive conditions: A matched cohort study. Journal of General Internal Medicine, 34(10), 2176-2184.
Zabolypour, S., Alishapour, M., Behnammoghadam, M., Abbasi Larki, R., & Zoladl, M. (2020). Comparing the effect of teach back and motivational interview on the blood pressure in hypertensive patients. Journal of Clinical Care and Skills, 1(3), 133-138.
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