1. Equitable care for
Limited English Proficient Patients

2. 
Patients with limited English proficiency
are almost twice as likely to suffer from
adverse events in US hospitals, resulting in
temporary harm or death.
C. Divi, R. G. Koss, S. P. Schmaltz et al., Language Proficiency and Adverse Events in U.S.
Hospitals: A Pilot Study, International Journal for Quality in Health Care, April 2007
19(2):60– 67

Partnering with professional medical
interpreters has been shown to decrease
length of stay and readmission rates in
limited English proficient (LEP) patients.
Mary Lindholm et al. “Professional Language Interpretation and Inpatient Length of Stay and
Readmission Rates.” Journal of General Internal Medicine 2012.

3. 
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Access to professional interpreters
Sharing best practices
Integration of professional interpreters in the
care team

4. 
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Technology
Communication
Interdisciplinary Rounds

5. 
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IPOPs (Interpreter Phone on Pole) & VPOPs
(Video Phone on Pole)
24/7 access to professional interpreters
Enable direct communication with patients
and families

6. 
Internal focus
◦
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◦
◦
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New mission, vision and guiding principles
Quality & safety training
Interpreter grand rounds
Quarterly newsletter
External focus
◦ Increased visibility as part of the medical team
◦ Work with staff on units to share best practices
◦ Interpreter rounds

7. 
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Scope of practice of each team member – a
new focus
Increased visibility of the medical interpreter
role in relationship based care, where patient
and family are integral parts of the care team
Huddles

8. 
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Improve patient outcomes
Improve nursing communication from the
patients perspective
Improve patient satisfaction
Deliver equitable care

9. Deborah Washington, PhD, RN
October 29, 2013

10. 
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Bring Culturally informed education to units
Develop a knowledge base to manage clinical
problems with cultural implications

12. 
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Case presentation
Review of documentation
Job shadow

13. 
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Patient Satisfaction/Family Engagement
Patient Education
Staff Satisfaction
Quality and Safety

14. 
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Identification of skill sets related to cultural
competencies
Identification of cultural interventions that work
Identification of care that is culturally
inappropriate
Formation of unit based Learning Groups

15. 
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Meet on a regular basis
Has one guiding question for discussion
Each participant summarizes discussion points and
1 insight that influences clinical practice.