Calls to Action for Health Educators: Applying a Social-Ecological Framework for Patients with Limited English Proficiency

Autor/inn/en	Espevik, Ali; Stellefson, Michael
Titel	Calls to Action for Health Educators: Applying a Social-Ecological Framework for Patients with Limited English Proficiency
Quelle	In: American Journal of Health Education, 53 (2022) 1, S.1-5 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Espevik, Ali) ORCID (Stellefson, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2021.2001778
Schlagwörter	Stellungnahme; Patients; Health Education; Clinical Diagnosis; Limited English Speaking; Telecommunications; Health Services; Medical Evaluation; Communication Problems; Models; Multimedia Materials; Printed Materials; Translation; Teaching Methods; Cultural Awareness; Culturally Relevant Education; Public Health; Information Sources; Advocacy; Barriers + Suchen Sie Ihr Suchwort? Patient; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Telekommunikationstechnik; Health service; Gesundheitsdienst; Gesundheitswesen; Kommunikationsbarriere; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Information source; Informationsquelle; Sozialanwaltschaft
Abstract	Individuals with Limited English Proficiency (LEP) are disproportionately affected by disparities in the United States (U.S.) healthcare system due to medical miscommunications, misdiagnoses, and treatment errors. The purpose of this commentary is to provide an overarching social-ecological perspective on how to enhance patient-centered communication for patients who have LEP. Based on the social-ecological model and the responsibilities and competencies for health education specialists, we propose five multi-level calls to action that health education specialists can work toward over the next decade: (1) develop easy-to-understand print and multimedia materials and signage for adults who have LEP; (2) provide language assistance from trained medical interpreters through in-person, telephonic, and/or telemedicine support; (3) apply culturally inclusive pedagogical practices within all healthcare systems; (4) plan, implement, and evaluate community health information interpretation services; and (5) advocate for policies that support no-cost medical language assistance for all patients who have LEP. By embracing these calls to action, health education specialists will better address unique patient-provider communication barriers that disproportionately affect U.S. patients with LEP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01