Document Type
Article
Abstract
Context
Nonnative English speakers (NNESs) in the United States have more than doubled since 1990, increasing the likelihood of their seeking health care and experiencing language barriers. Language barriers in health care result in ineffective communication, a decreased level of care, and a reduction in overall provider satisfaction.
Objective
To investigate the experiences of secondary school athletic trainers (ATs) who provided care to patients who were NNESs or communicated with their NNES support systems.
Design
Qualitative study.
Setting
Semistructured interviews.
Patients or Other Participants
Fifteen secondary school ATs with experience communicating with NNES patients or their support systems.
Data Collection and Analysis
Participants were interviewed, and the interviews were transcribed. A 3-person data-analysis team used the multiphase, consensual qualitative research approach to develop a consensus codebook with domains and categories. Trustworthiness was established through member checking, multiple-researcher triangulating, and auditing.
Results
Four domains emerged from the data: (1) communication, (2) welcoming environment, (3) cultural agility, and (4) resourcefulness. Participants enhanced communication by relying on nonverbal communication, translated resources, and interpreters. The ATs discussed a difference in care delivery based on fluency. Respondents explained efforts to create a welcoming environment by speaking in the NNES's native language, increasing comfort, and serving as an advocate within the health care system. Acknowledging customs, demonstrating respect, and understanding potential fear, shame, or both associated with language barriers were discussed as ways to increase cultural agility. The ATs identified a lack of formal training, which increased their on-the-job training and health information technology use. Participants perceived spending increased amounts of initiation, effort, and time on adaptability while caring for and communicating with NNESs.
Conclusions
The ATs perceived that they had little formal training and, therefore, became more resourceful and increased communication strategies to provide equitable care. Participants indicated that adapting their care to meet cultural needs and creating a welcoming environment for NNESs were important when cultivating a patient-centered experience.
Digital Object Identifier (DOI)
Publication Info
Published in Journal of Athletic Training, Volume 57, Issue 2, 2022, pages 148-157.
Rights
© by the National Athletic Trainers’ Association, Inc
APA Citation
Stanton, B. M., Rivera, M. J., Winkelmann, Z. K., & Eberman, L. E. (2021). Non-Native English-Speaking Patients, Support Systems, and Patient Care Delivery: A Study of Secondary School Athletic Trainers. Journal of Athletic Training, 57(2). https://doi.org/10.4085/1062-6050-0181.21