The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study

Authors

Richard T. Griffey, Washington University School of Medicine in St. LouisFollow
Nicole Shin, Washington University School of Medicine in St. Louis
Solita Jones, Meharry Medical College
Nnenna Aginam, Meharry Medical College
Maureen Gross, Washington University School of Medicine in St. Louis
Yonitte Kinsella, Washington University School of Medicine in St. Louis
Jennifer A. Williams, Washington University School of Medicine in St. Louis
Christopher R. Carpenter, Washington University School of Medicine in St. LouisFollow
Melody S. Goodman, Washington University School of Medicine in St. LouisFollow
Kimberly A. Kaphingst, Washington University School of Medicine in St. LouisFollow

Document Type

Article

Journal

Journal of Communication in Healthcare

Volume

8

Issue

1

Inclusive Pages

10-21

Publication Date

3-2015

Recommended Citation

Griffey, Richard T.; Shin, Nicole; Jones, Solita; Aginam, Nnenna; Gross, Maureen; Kinsella, Yonitte; Williams, Jennifer A.; Carpenter, Christopher R.; Goodman, Melody S.; and Kaphingst, Kimberly A., "The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study" (2015). Emergency Medicine Faculty Publications. Paper 5.
Retrieved from https://digitalcommons.wustl.edu/em_pubs/5