scholarly journals Hospital discharge preparedness for patients with limited English proficiency: A mixed methods study of bedside interpreter-phones

2018 ◽  
Vol 101 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Jonathan S. Lee ◽  
Anna Nápoles ◽  
Sunita Mutha ◽  
Eliseo J. Pérez-Stable ◽  
Steven E. Gregorich ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Hospital Discharge ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Mixed Methods Study

Household Language Barriers, Community Language Resources, and Asset Ownership Among Immigrants and Refugees in Western New York: A Mixed-Methods Study

2021 ◽  
pp. 104438942110234
Author(s):  
Yunju Nam ◽  
Sarah Richards-Desai ◽  
Yingying Zeng
Keyword(s):  
Mixed Methods ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Qualitative Interviews ◽  
Mixed Methods Study ◽  
Community Resources ◽  
Asset Ownership ◽  
Language Resources ◽  
Immigrants And Refugees ◽  
Community Language

While English proficiency is recognized as a main determinant of immigrants’ and refugees’ economic success, the role of community language resources is rarely examined. This mixed-methods study investigates how community language resources, defined as the percentage of adults fluent in English among those speaking the same language, affect asset ownership among immigrants and refugees. Using American Community Survey data, quantitative analyses suggest community language resources facilitate homeownership among immigrant households with a language barrier. Neither the household- nor community-level language variable is significantly associated with vehicle or income-generating asset ownership. Qualitative interviews reveal language-related challenges to buying a house and roles of community resources. Findings call for policies and programs that mobilize community resources for those with limited English proficiency.

scholarly journals Which Reasons Do Doctors, Nurses, and Patients Have for Hospital Discharge? A Mixed-Methods Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (3) ◽  
pp. e91333 ◽  
Author(s):  
Dirk T. Ubbink ◽  
Evelien Tump ◽  
Josje A. Koenders ◽  
Sieta Kleiterp ◽  
J. Carel Goslings ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Hospital Discharge ◽  
Mixed Methods Study

scholarly journals Pediatric out-of-hospital deaths following hospital discharge: a mixed-methods study

2017 ◽  
Vol 16 (4) ◽  
pp. 883 ◽  
Author(s):  
Lacey English ◽  
Elias Kumbakumba ◽  
Charles P Larson ◽  
Jerome Kabakyenga ◽  
Joel Singer ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Hospital Discharge ◽  
Mixed Methods Study ◽  
Hospital Deaths

A mixed methods study examining teamwork shared mental models of interprofessional teams during hospital discharge

2019 ◽  
Vol 29 (6) ◽  
pp. 499-508 ◽  
Author(s):  
Kirstin Manges ◽  
Patricia S Groves ◽  
Amany Farag ◽  
Ryan Peterson ◽  
Joanna Harton ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Mental Models ◽  
Hospital Discharge ◽  
Improve Patient Care ◽  
Shared Mental Models ◽  
Mixed Methods Study ◽  
Interprofessional Teams ◽  
Patient Interviews ◽  
Qualitative Thematic Analysis ◽  
Patient Reported

BackgroundLittle is known about how team processes impact providers’ abilities to prepare patients for a safe hospital discharge. Teamwork Shared Mental Models (teamwork-SMMs) are the teams’ organised understanding of individual member’s roles, interactions and behaviours needed to perform a task like hospital discharge. Teamwork-SMMs are linked to team effectiveness in other fields, but have not been readily investigated in healthcare. This study examines teamwork-SMMs to understand how interprofessional teams coordinate care when discharging patients.MethodsThis mixed methods study examined teamwork-SMMs of inpatient interprofessional discharge teams at a single hospital. For each discharge event, we collected data from the patient and their discharge team (nurse, physician and coordinator) using interviews and questionnaires. We quantitatively determined the discharge teams’ teamwork-SMM components of quality and convergence using the Shared Mental Model Scale, and then explored their relationships to patient-reported preparation for posthospital care. We used qualitative thematic analysis of narrative cases to examine the contextual differences of discharge teams with higher versus lower teamwork-SMMs.ResultsThe sample included a total of 106 structured patient interviews, 192 provider day-of-discharge questionnaires and 430 observation hours to examine 64 discharge events. We found that inpatient teams with better teamwork-SMMs (ie, higher perceptions of teamwork quality or greater convergence) were more effective at preparing patients for post-hospital care. Additionally, teams with high and low teamwork-SMMs had different experiences with team cohesion, communication openness and alignment on the patient situation.ConclusionsExamining the quality and agreement of teamwork-SMMs among teams provides a better understanding of how teams coordinate care and may facilitate the development of specific team-based interventions to improve patient care at hospital discharge.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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