ENHANCING PATIENT AND FAMILY EMPOWERMENT THROUGH NURSE LED TEACH BACK : A PATHWAY TO BETTER UNDERSTANDING AND FALL PREVENTION IN HOSPITAL SETTINGS

Abstract

Recent studies reveal that ineffective communication between nurses, patients, and families especially limited understanding of fall prevention remains a key cause of hospital falls despite existing safety. Evidence shows that communication quality, more than program availability, determines patient adherence. The nurse-led teach-back method, a two- way educational approach where patients restate safety information in their own words, has proven effective in addressing comprehension gaps. This integrative literature review synthesizes findings from seven peer-reviewed studies (2018–2022), including doctoral projects, quantitative and mixed-method studies, a randomized controlled trial, and an evidence-based review. Data were analyzed using a structured matrix and thematic synthesis emphasizing comprehension, engagement, and fall incidence outcomes. Across studies, nurse-led teach-back consistently improved patients’ recall of risk factors, understanding of safety protocols, and participation in prevention activities. Most studies reported measurable increases in comprehension and behavioral adherence, while some (Heng et al., 2020; Ye et al., 2022) noted modest decreases in fall rates after structured education using teach-back. However, barriers such as time constraints, inconsistent application, and variable communication skills persisted. Overall, the review underscores that the success of fall-prevention programs depends on the quality of nurse–patient communication. Teach-back emerges as a pivotal strategy to enhance health literacy, strengthen patient and family understanding, and foster collaborative engagement. Integrating teach-back into routine nursing communication may not only improve safety culture and reduce preventable falls but also advance evidence-based nursing practice and theory.