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Effects of the teach-back method among cancer patients: a systematic review of the literature

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Abstract

Purpose

This study aimed to systematically review published research on the use of the teach-back method among cancer patients and provide basic data for developing effective nursing interventions.

Methods

Using a PICOS (Population, Intervention, Comparisons, Outcomes, Study Designs) framework, we reviewed 246 studies from selected electronic databases—CINAHL, EMBASE, PubMed, PsycInfo, RISS, KISS, DBpia, NDSL, and KCI—and selected five studies for further analysis. We evaluated the reference quality using Cochrane’s risk of bias and risk of bias assessment tool for non-randomized studies, following which we performed reviews and analyses.

Results

Five studies were selected for the final analysis, including four quasi-experimental studies and one randomized controlled experimental study. The intervention programs were provided mostly by outpatient clinics. The cancer types of the subjects were breast cancer and gastrointestinal cancer in four and one study, respectively. The number and duration of the interventions varied depending on the content. The number of outcome variables ranged from 1 to 5, depending on the study; among these, self-efficacy, symptom experience, and distress were used. Teach-back intervention programs significantly affected happiness, health literacy, anxiety about death, symptom experience, distress, and self-efficacy.

Conclusion

This study found that teach-back interventions have positive health outcomes including happiness, uncertainty, self-efficacy, self-management behavior, symptom experience, distress, anxiety, and health literacy among cancer patients. However, it found no effects with regard to drug administration, functional measurements, or satisfaction. Future research should continuously examine the teach-back approach and assess its positive health outcomes for cancer patients.

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Acknowledgements

I would like to thank my professor Dr Hyejung Lee for providing guidance and feedback throughout this project.

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Authors and Affiliations

  1. Graduate School, College of Nursing, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Korea

    Seonhwa Choi & Jahyun Choi

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Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Seonhwa Choi, Jahyun Choi. The first draft of the manuscript was written by Seonhwa Choi, Jahyun Choi.

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Correspondence to Jahyun Choi.

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Choi, S., Choi, J. Effects of the teach-back method among cancer patients: a systematic review of the literature. Support Care Cancer 29, 7259–7268 (2021). https://doi.org/10.1007/s00520-021-06445-w

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