Support Systems and Patient Care Delivery for Nonnative English-Speaking Patients: A Study of Secondary School Athletic Trainers.

CONTEXT: Nonnative English speakers (NNESs) in the United States have more than doubled since 1990, increasing the likelihood of their seeking health care and experiencing language barriers. Language barriers in health care result in ineffective communication, a decreased level of care, and a reduction in overall provider satisfaction.

OBJECTIVE: To investigate the experiences of secondary school athletic trainers (ATs) who provided care to patients who were NNESs or communicated with their NNES support systems.

DESIGN: Qualitative study.

SETTING: Semistructured interviews.

PATIENTS OR OTHER PARTICIPANTS: Fifteen secondary school ATs with experience communicating with NNES patients or their support systems.

DATA COLLECTION AND ANALYSIS: Participants were interviewed, and the interviews were transcribed. A 3-person data-analysis team used the multiphase, consensual qualitative research approach to develop a consensus codebook with domains and categories. Trustworthiness was established through member checking, multiple-researcher triangulating, and auditing.

RESULTS: Four domains emerged from the data: (1) communication, (2) welcoming environment, (3) cultural agility, and (4) resourcefulness. Participants enhanced communication by relying on nonverbal communication, translated resources, and interpreters. The ATs discussed a difference in care delivery based on fluency. Respondents explained efforts to create a welcoming environment by speaking in the NNES's native language, increasing comfort, and serving as an advocate within the health care system. Acknowledging customs, demonstrating respect, and understanding potential fear, shame, or both associated with language barriers were discussed as ways to increase cultural agility. The ATs identified a lack of formal training, which increased their on-the-job training and health information technology use. Participants perceived spending increased amounts of initiation, effort, and time on adaptability while caring for and communicating with NNESs.

CONCLUSIONS: The ATs perceived that they had little formal training and, therefore, became more resourceful and increased communication strategies to provide equitable care. Participants indicated that adapting their care to meet cultural needs and creating a welcoming environment for NNESs were important when cultivating a patient-centered experience.