Errata: The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study [Journal of Communication in Healthcare, 8(1), 10-21 Doi:10.1179/1753807615Y.0000000001];The impact of teach-back on comprehension of discharge instructions and satisfaction among emergency patients with limited health literacy: A randomized, controlled study

Journal of Communication in Healthcare

Volumn 8, Issue 1, 2015, Pages 10-21

  Griffey, Richard T ^a,b   Shin, Nicole ^b   Jones, Solita ^c   Aginam, Nnenna ^c   Gross, Maureen ^a,b   Kinsella, Yonitte ^a,b   Williams, Jennifer A ^a   Carpenter, Christopher R ^a,b   Goodman, Melody ^b   Kaphingst, Kimberly A ^b  

^a BARNES JEWISH HOSPITAL   (United States)

^b WASHINGTON UNIVERSITY SCHOOL OF MEDICINE   (United States)

^c MEHARRY MEDICAL COLLEGE   (United States)

Author keywords

Emergency department; Health literacy; Intervention studies; Physician patient relations; Teach back communication

Indexed keywords

EID: 84926384782     PISSN: 17538068     EISSN: 17538076     Source Type: Journal    
DOI: 10.1179/1753806815Z.000000000107     Document Type: Erratum

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