Department of Family Health Care Nursing, 2 Koret Way, Room N411Y, University of California, San Francisco, San Francisco, CA 94143-0606, USA.
J Nurs Educ. 2009 Sep;48(9):515-8. doi: 10.3928/01484834-20090610-05.
This article describes the efforts of the University of California, San Francisco, School of Nursing to develop the Spanish language and cultural competency skills of advanced practice nursing students by establishing an elective course, Communicating with the Latino Patient. The need for this training is reflected in the literature, which has shown that language barriers decrease patient satisfaction and quality of care and increase the likelihood of medical error. Fifty-seven first-year master's students participated in this course. The effectiveness of the training was monitored during and after each course by self-assessment surveys of the participants' language acquisition. The data suggest that the most successful outcomes result from limiting class size, emphasizing high interactivity, and incorporating clinical experiences in the instruction, as well as focusing exclusively on intermediate-level speakers when resources are limited. Training can be time consuming and costly, yet graduates agreed that the training was imperative and valuable.
本文介绍了加利福尼亚大学旧金山分校护理学院的努力，通过建立一门选修课程“与拉丁裔患者沟通”，来培养高级实践护理学生的西班牙语语言和文化能力。这种培训的需求在文献中有所体现，它表明语言障碍会降低患者的满意度和护理质量，并增加医疗错误的可能性。57 名一年级硕士研究生参加了这门课程。通过参与者对语言习得的自我评估调查，在课程期间和之后监测培训的效果。数据表明，最成功的结果来自于限制班级规模、强调高度互动性、将临床经验纳入教学，以及在资源有限的情况下专门针对中级水平的说话者。培训可能既耗时又昂贵，但毕业生们一致认为培训是必要且有价值的。
