Patient education can take place in any healthcare setting, but on the other hand finding the best way to provide it and evaluating the results of your teaching can be challenging on how well patients comprehend and recall the information they were taught. “However, for successful teaching and a positive outcome of patient’s comprehension and recall, you must use a patient-centered communication approach which I choose the return demonstration method also known as the “show me” methods” (Using teach-back for patient education and self-management, 2017). This is one way to get patient with low literacy level involve and at the same time assess as you teach. When conforming the patient understands of the information the care provider has demonstrate or teach, the patients should respond and demonstrate accurately and effectively to the teacher. Return demonstration also closes the communication gap between clinician and patient while enhancing the patient’s knowledge (Using teach-back for patient education and self-management, 2017). During the return demonstration session, you confirm the patient understands by asking him/her to explain the concept back to you accurately, it can help to also avoid overwhelming the patient with information. Each time a teach teaches a patient a new concept or reinforce one that was already taught, he/she should use return demonstration immediately after each step to assess what the patient has grasp from the process before moving on to another step. After the patient has deemed competent, the patients is then qualify to transition from having their diseases managed by healthcare providers to managing it themselves. Repeating this process as part of the interactive communication loop increases patients’ self-care competency, enhance their confidence in managing their condition, and allows them to self-manage their disease successfully.
Giving the patients simple written tests or questionnaires before, during, and after the teaching to measure cognitive learning (Rankin, S.H., & Stallings, K.D, 1996), a score of at least 99% accuracy confirms that patients comprehend the material. All this will also deem them competent to monitor their blood sugar in order to give themselves the correct dosage of insulin needed. Questionnaire should also be in the patient’s literacy level to prevent misunderstanding of questions asked. “Assess physiological measurements to see whether the patient has been able to follow a modified diet plan, participate in prescribed exercise, or take diabetic medication” (Rankin, S.H., & Stallings, K.D, 1996), later following up the patient’s own record of self-monitored blood glucose levels, or daily weights in comparison with HgbA1C would also confirm patients self-monitoring glucose accuracy.
In conclusion return demonstration acknowledge when your patient has overcome a challenge and can also help you identify the strategies that are most helpful for patient understanding (Maximizing your teaching moment, 2017).

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