PP906 - Surveying Allied Health Providers' Level of Training and Opinions on Working with Language Interpreters and Limited-English-Proficient Patients

Abstract:
A survey was sent to all providers within the divisions of audiology, speech language pathology, and physical and occupational therapies at Cincinnati Children’s to gauge a provider’s level of training, readiness, and opinions on working with language interpreters and limited English proficient (LEP) patients. Results showed that many providers did not receive training during graduate school or onboarding for their position on how to work with an interpreter. The survey results suggest that further education and training may be needed to help allied health providers provide optimal care to LEP patients.

Summary:
Individuals who have the limited ability to read, write, speak, or understand English have limited English proficiency (LEP). The number of LEP individuals is expected to grow to an estimated 19% of Americans by 2050 (Masland et al, 2010). When providing healthcare, it is important to ensure that the patient is receiving communication that is succinct, comprehensible, and meaningful. It is well documented that patients who have a language barrier are more at risk for less health education, worse interpersonal care, and lower patient satisfaction (NGO-Metzger et al, 2007—more sources). Ultimately, those with a language barrier may be more at risk for poorer health outcomes and success. In an urban hospital setting, such as at Cincinnati Children’s Hospital Medical Center (CCHMC), it is common to have to work with a language interpreter several times a week. To ensure that patients who do not speak or have limited ability to speak and understand English receive optimal care and counseling, providers should be skilled and knowledgeable on the most efficient and beneficial methods to working collaboratively with a language interpreter.

Currently, there is no mandatory training or education given to providers or staff at CCHMC on how to work with an interpreter. There are resources available for staff members; however, those resources may not be readily accessible and are site dependent. It is of interest to determine current providers level of training, readiness, and opinions to best determine how to improve the current working models to improve potential care and outcomes for patients with limited English skills.

A survey was sent to all providers within the divisions of audiology, speech language pathology, and physical and occupational therapies at CCHMC. The survey asked the providers varying questions about previous training or education received on working with an interpreter, how comfortable they feel working with an interpreter, and asked the providers to explain concerns or barriers they face while working with an interpreter. A response rate of 28% or 178 responses were collected across audiology, speech language pathology, and physical and occupational therapies. Preliminary results revealed that most providers did not receive any dedicated training during their graduate program on working with an interpreter (83%) or training during on-boarding for their current position (70%). Most providers would like dedicated training, lessons, and education for working with an interpreter (58%). Open ended questions were asked regarding barriers or obstacles providers face when working with a language interpreter and LEP patients. Thematic analysis utilizing grounded theory will be completed to organize and identify common barriers that providers are facing when working with an interpreter.