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CHA Allied Health Mini-Grant Final Report

This report highlights the accomplishments, impact, and obstacles encountered in providing language education to a diverse healthcare staff. The aim is to improve communication and cultural competency within the hospital. Plans for future initiatives are also discussed.

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CHA Allied Health Mini-Grant Final Report

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  1. CHA Allied Health Mini-Grant Final Report February 4, 2011 Community Hospital of the Monterey Peninsula Patricia Rutowski, Educational Services Director

  2. Thank You • California Hospital Association • California Endowment • Monterey Adult School: Principal, Ann Kilty Pronunciation Instructor, Stefani Mistretta ESL Instructor, Dan Cutler • Spanish for Healthcare Providers Instructor, Sherry Felten Doctors

  3. Community Hospital of the Monterey Peninsula • Located in Monterey, California • 205 active beds, 250 bed capacity – over 50,000 outpatients through ED annually • 2000 employees • Somewhat diverse staff and patients: ranging from affluent predominantly Caucasian residents of Pebble Beach and Carmel, to the ethnically diverse communities of Seaside, Marina and even the Salinas Valley. Service area is 20% Hispanic.

  4. Origin of the Proposal • Need to educate staff and volunteers to work with people from all walks of life and with many languages • Intention to develop the language abilities of diverse employee population so they can progress through the institution • Desire to maintain and enhance existing ESL class offerings at the hospital through Monterey Adult School partnership

  5. Origin of the Proposal (cont) • Intention to fulfill staff requests for Pronunciation and Spanish for Healthcare Provider classes • Need to address staff language interpreter issues

  6. Accomplishments • Zoomerang Needs Assessment of language development needs sent to all staff. 231 responses (46 managers and 184 staff); 20 non-English first languages spoken at CHOMP • Adult School Classes offered at CHOMP: • One six-week ESL class for five staff, October/November/December • Three Spanish for Healthcare Provider classes providing nursing CEUs in April/May for 16 people, July/August for 13 people, and October/November for 13 people • One nine-week “Music of English “ Pronunciation class for five staff , June/July/August

  7. Accomplishments (cont) • Cultural Competency inservice plan using a 16 minute video, Cultural Competency: Just Good Healthcare developed and piloted with 90 Auxiliary volunteers, June 2010 and January 2011 • Cultural Competency: Just Good Healthcare video incorporated into house-wide orientation for about 80 new staff in 2010 • “Managing Diversity” class provided for 16 staff in June, to be offered again in April 2011

  8. Accomplishments (cont) • Laminated “Bar Charts” (Spanish medical conversation, Spanish vocabulary, medical terminology basics, medical terminology, medical terminology: the body, anatomy, anatomia) provided each class member; remaining sets given to nursing units for staff reference • Groundwork laid to address the Joint Commission standards for Patient-Centered Communication

  9. Impact: Beyond the Numbers “The class is a positive turning point in my life. All my pronunciation faults were uncovered and help in correcting them received.” Pronunciation Class, Summer 2010 P

  10. Impact: Beyond the Numbers (cont) • “Stefani is wonderful at teaching this class; she is aware of our needs in pronunciation. This class is exactly what I was looking for, and I hope it will be offered again in this hospital.” • “Thanks to Stefani, my fear of pronouncing English as a second language is gone. Her material and dedication helped me so much.” • Auxiliary Services are asking for more diversity training. • On a recent Employee Engagement Survey, the hospital ranked in the 90th percentile for satisfaction with staff Education and Development opportunities.

  11. Obstacles Encountered • Benchmarking and staffing reductions led to managers being unable to send staff to classes during work hours as well as fewer staff meetings and departmental inservice opportunities. • Because of diverse staff schedules, identifying times when multiple people could take a class was very difficult. • Administration was not ready to begin discussions about formalizing the employee language interpreter program and providing inservice hours for training.

  12. Next Steps • We will continue to provide ESL and Spanish for Healthcare Providers as possible. • We will develop another class format for Pronunciation and encourage and support individuals in arranging individual or small group instruction with the same provider.

  13. Next Steps (cont) • We will continue to roll-out the Cultural Competency inserviceshousewide, either as an online module or in classroom format, in order to address Patient-Centered Communication standards from The Joint Commission. • We have already convened a work group to develop a plan for identifying, training and assessing competency of employees as language interpreters, as well as identifying other resources to assist with this effort.

  14. Thank you again!

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