多学科研讨会的结果:减少偏倚,提高英语水平有限的患者的健康公平[j]

Etoi A. Garrison, Amita K. Bey, E. Jiménez, Andria Li, A. Nettles
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摘要

简介:英语水平有限(LEP)的分娩人员通常面临系统性的护理限制,并且由于患者与提供者沟通的障碍,导致不同分娩结果的风险增加。LEP患者特别容易受到偏见和微侵犯的影响,这可能会限制及时提供保健服务和所接受服务的质量。我们开发了一个多学科课程来教育提供者:1)无意识偏见(UCB), 2)为LEP患者提供公平医疗服务的障碍,以及3)使用训练有素的翻译服务来促进患者与提供者的沟通。方法:我们为医生/助产士/护士制定了一个60分钟的研讨会(n=75)。调查被用来评估知识的变化。结果通过描述性统计、显著性t检验和专题分析进行评估。已获得机构审查委员会的批准。结果:约75名参与者参加了研讨会。33%的工作坊前调查受访者(13/39)在过去3年内没有接受过文化能力培训。大约五分之一(22%)的研讨会前受访者不知道他们医院的口译服务政策。在简短的教学演讲后,参与者确定了常见的微侵犯和护理LEP患者的障碍。他们还制定了15种独特的策略,当患者/家属最初选择临时口译时,通过使用训练有素的口译员来促进沟通。在研讨会结束时,97.1%的参与者报告说,他们在与LEP患者和家属沟通时将采用或修改现有的策略。结论:研讨会后的调查结果表明,继续教育可以解决LEP患者的UCB问题,并促进口译服务的使用,以改善患者与提供者的沟通。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Results of a Multidisciplinary Workshop to Reduce Bias and Improve Health Equity for Patients With Limited English Proficiency [ID: 1375774]
INTRODUCTION: Birthing people with limited English proficiency (LEP) often face systemic limitations to care and are at increased risk for disparate birth outcomes due to barriers in patient–provider communication. Patients with LEP are particularly vulnerable to biases and microaggressions that can limit timely health care delivery and the quality of services received. We developed a multidisciplinary curriculum to educate providers about 1) unconscious bias (UCB), 2) barriers to equitable health care delivery for patients with LEP, and 3) use of trained interpreter services to promote patient–provider communication. METHODS: We developed a 60-minute workshop for physicians/midwives/nurses (n=75). Surveys were used to assess change in knowledge. Results were evaluated by descriptive statistics, t tests for significance, and thematic analysis. Institutional review board approval was obtained. RESULTS: Approximately 75 participants attended the workshop. Thirty-three percent of pre-workshop survey respondents (13/39) had not received cultural competency training within the last 3 years. Approximately 1 in 5 (22%) pre-workshop respondents were unaware of their hospital's interpreter services policy. After a brief didactic presentation, participants identified common microaggressions and barriers to care for patients with LEP. They also developed 15 unique strategies to promote communication via use of trained interpreters when the patient/family initially opt for ad hoc interpretation instead. At workshop completion, 97.1% of participants reported that they will adopt or modify an existing strategy when communicating with LEP patients and families. CONCLUSION: Post-workshop survey results suggest that continuing education can be used to address UCB for patients with LEP and promote use of interpreter services to improve patient–provider communication.
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