Professional Interpreter Use and Discharge Communication in the Pediatric Emergency Department

Families with limited English proficiency (LEP) experience communication barriers and are at risk for adverse events after discharge from the pediatric emergency department (ED). We sought to describe the characteristics of ED discharge communication for LEP families and to assess whether the use of...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Academic pediatrics Ročník 18; číslo 8; s. 935 - 943
Hlavní autori: Gutman, Colleen K., Cousins, Liliana, Gritton, Jesse, Klein, Eileen J., Brown, Julie C., Scannell, Jack, Lion, K. Casey
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: United States Elsevier Inc 01.11.2018
Predmet:
discharge instructions
interpreter use
limited English proficiency
patient-centered communication
pediatric emergency medicine
pediatric emergency medicine
patient-centered communication
limited English proficiency
interpreter use
discharge instructions
ISSN:1876-2859, 1876-2867, 1876-2867
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Families with limited English proficiency (LEP) experience communication barriers and are at risk for adverse events after discharge from the pediatric emergency department (ED). We sought to describe the characteristics of ED discharge communication for LEP families and to assess whether the use of a professional interpreter was associated with provider communication quality during ED discharge. Transcripts of video-recorded ED visits for Spanish-speaking LEP families were obtained from a larger study comparing professional interpretation modalities in a freestanding children's hospital. Caregiver-provider communication interactions that included discharge education were analyzed for content and for the techniques that providers used to assess caregiver comprehension. Regression analysis was used to assess for an association between professional interpreter use and discharge education content or assessment of caregiver comprehension. We analyzed 101 discharge communication interactions from 47 LEP patient visits; 31% of communications did not use professional interpretation. Although most patients (70%) received complete discharge education content, only 65% received instructions on medication dosing, and only 55% were given return precautions. Thirteen percent of the patient visits included an open-ended question to assess caregiver comprehension, and none included teach-back. Professional interpreter use was associated with greater odds of complete discharge education content (odds ratio [OR], 7.1; 95% confidence interval [CI], 1.4–37.0) and high-quality provider assessment of caregiver comprehension (OR, 6.1; 95% CI, 2.3–15.9). Professional interpreter use is associated with superior provider discharge communication behaviors. This study identifies clear areas for improving discharge communication, which may improve safety and outcomes for LEP children discharged from the ED.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Present Address: Department of Pediatrics, Emory University, Atlanta, Ga (CK Gutman); Present Address: American Cancer Society, Seattle, Wash (J Gritton); and Present Address: School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom (J Scannell)
ISSN:1876-2859
1876-2867
1876-2867
DOI:10.1016/j.acap.2018.07.004