<![CDATA[Background: Discharge planning is essential for supporting self-management among patients receiving hemodialysis and their family caregivers. Although Augmented Reality (AR) and teach-back have been investigated as educational approaches, evidence concerning their potential integration into hemodialysis discharge planning remains unclear. This review synthesized evidence on AR, teach-back, structured discharge planning, and their potential integration for hemodialysis patients and family caregivers. Methods: This systematic review followed the PRISMA 2020 guidelines and was not prospectively registered. PubMed, Europe PMC, Wiley Online Library, SAGE Journals, and Scopus were searched on September 6, 2026, for English-language, open-access journal articles published within the preceding five years. Eligible studies were Randomized Controlled Trials (RCTs) evaluating AR, teach-back, structured discharge planning, or patient and caregiver education among hemodialysis patients, family caregivers, and other relevant clinical populations. We screened titles and abstracts, then reviewed full texts, resolving disagreements by consensus. Risk of bias was assessed using the Cochrane Risk of Bias tool (RoB 2), and certainty of evidence was evaluated using the GRADE approach. Findings were synthesized narratively by intervention type and outcome because of heterogeneity in populations, interventions, and outcome measures. Results: Thirteen RCTs published between 2023 and 2025 were included, comprising three AR studies, six teach-back studies, and four studies on individualized, family-centered, or discharge-planning interventions across hemodialysis and other clinical populations. AR showed potential benefits for educational satisfaction, knowledge, self-efficacy, and short-term anxiety, while teach-back supported selected aspects of self-management, treatment adherence, health literacy, and discharge readiness. Individualized, family-centered, and discharge-planning interventions showed benefits for selected patient and caregiver outcomes. However, findings varied across outcomes, and methodological concerns included limitations in blinding and risk-of-bias reporting. Evidence from non-hemodialysis populations also limited generalizability. No included RCT directly evaluated integrating AR, teach-back, and structured discharge planning in hemodialysis care. Conclusion: AR and teach-back may offer complementary educational functions in hemodialysis discharge planning, with AR supporting interactive information delivery and teach-back reinforcing patient and caregiver understanding. However, the available evidence includes findings from other clinical populations, and no included study directly evaluated the effectiveness of integrating these approaches among hemodialysis patients and family caregivers. Further controlled studies are needed to assess the feasibility, accessibility, educational effectiveness, self-management outcomes, and long-term clinical outcomes of this integrated approach.]]>
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