Exploring social support, discharge engagement, and post-discharge outcomes in limited English proficiency inpatient settings
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Citation
Abstract
The United States is becoming increasingly linguistically diverse, particularly with an increase in households with Limited English Proficiency (LEP). The experiences of individuals with LEP differ significantly from those of individuals with English Proficiency (EP) as individuals with LEP often encounter barriers to healthcare resources and services, leading to disparities that ultimately impact their health outcomes. Transitions of care are associated with heightened risks for diverse patient population groups, including populations with LEP. Ongoing efforts to support patients during transitions of care include the implementation of structured discharge teaching conversations. Discharge teaching conversations for patients with LEP demand the use of distinct resources and skills, such as translated After Visit Summary (AVS) documentation, interpreters, and effective communication methods. However, current research on how discharge teaching is conducted for populations with LEP is limited. While the influence of social support on health is recognized, its role during transitions of care for LEP individuals remains poorly understood. This study is a mixed methods observational cohort study which examines current practices for discharge teaching among a population with LEP. Through a baseline assessment, observation of discharge teaching, and a post-discharge patient interview, this study will explore the variation in social support within an inpatient population with LEP at a safety-net hospital in Boston, MA. Furthermore, the influence of social support during the discharge teaching process and post-discharge outcomes will be investigated. Although chi-square analysis did not reveal significant associations between social support, visitor presence, or post-discharge outcomes, the insights gained into the role of social support during transitions of care may serve as a foundation for developing enhanced discharge teaching methods for LEP individuals, addressing a critical gap in current research.
Description
2024