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Will teaching focused medical Spanish phrases to anesthesia providers improve communication abilities with Spanish speaking intubated patients?
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Nawracaj, Maciej & Cortes, Steven. Will teaching focused medical Spanish phrases to anesthesia providers improve communication abilities with Spanish speaking intubated patients?. Retrieved from https://doi.org/doi:10.7282/t3-jj14-3b34

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TitleWill teaching focused medical Spanish phrases to anesthesia providers improve communication abilities with Spanish speaking intubated patients?
NameNawracaj, Maciej (author); Cortes, Steven (author); McLaughlin, Michael (chair); McCartney Anderson, Maureen (co-chair); Rutgers University; School of Nursing - RBHS
Date Created2020
Other Date2020-05 (degree)
SubjectCommunication barriers, Nurse Anesthesia
Extent1 online resource (58 pages) : illustrations
DescriptionPurpose of Project: Communication is an essential aspect between providers and patients in the healthcare setting. Adequate communication can help attenuate potential risks posed to patients as a result of the ineffective transfer of information. The potential for patient safety compromise is increased in situations that present barriers to communication, regardless of the healthcare setting (Agency for Healthcare Research and Quality [AHRQ], 2012). Limited English Proficiency (LEP) patients are subjected to increased safety risks resulting from ineffective communication with their providers (The Joint Commission [JCAHO], 2015). It is imperative in the healthcare setting to develop methods of communication that can reduce the potential safety risks to patients. It is equally important to increase provider confidence in their abilities to successfully communicate.

Methodology: Student Registered Nurse Anesthetists (SRNAs), attending Rutgers University, partook in a study that involved educating them on medical Spanish phrases focused on assessing LEP patients emerging from anesthesia via interactive e-Learning modules with audio-visual features as the intervention. Data was gathered from 44 SRNAs in their third-year or second-year student cohorts to analyze self-efficacy in communication abilities with LEP Spanish speaking intubated patients encountered in the operating room. Prior to the intervention, a written pre-test was administered to gather baseline data. After the intervention, a written post-test was administered for comparative analysis. Thereafter, a 30-day post-intervention provider self-efficacy survey via a questionnaire produced data on perceived experiences, and self-efficacy as a result of utilizing learned course content.

Results: Scores were averaged from pre-tests (38.24%) and post-tests (85.52%). There was a 47.3% improvement following the intervention (e-Learning course). 30-day post-intervention provider self-efficacy survey results in communicating with LEP patients yielded a positive correlation identified between the e-Learning course & enhancement in provider self-efficacy.

Implications for Practice: It is perceived that improving provider communication abilities with respect to the emergence of an intubated LEP patient will allow for an increase in efficiency of care delivered, will promote safe extubation, and will enhance both provider and patient satisfaction during interactions. As communication barriers are overcome through enhanced provider communication, thereby attenuating negative patient outcomes, it is perceived that cost reductions of care are likely as communication barrier associated adverse events decrease.
NoteDNP
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-jj14-3b34
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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