My research, an inquiry implementing the teach-back method in primary care to prevent heart failure (HF) readmissions directly aligns with the principles of evidence-based practice (EBP). EBP emphasizes the cross section of the best current evidence, clinical expertise of those involved in practice, and the patient values to improve care outcomes. The teach back implementation as a capstone project would ideally take at a place primary care clinic; St. Anthony's Clinic in located in the urban center of San Francisco, California. It is a clinic that serves approximately 60-80 patients a daily; many of whom are without health insurance or are in process of enrollment of public programs and state funded insurance. Because teach-back has been supported in the literature as an effective communication strategy that improves patient understanding, engagement, and adherence to self-care behaviors, all of which are crucial for HF management (Fabbri et al., 2020). The evaluation of this as a capstone project can be done quantitatively and qualitatively. 1. Quantitative Analysis of Capstone Project The use of teach back in my capstone project can be measured quantitatively to evaluate how the capstone project's effectiveness in two ways: The first way can be by the design of pre