McCarty Dana B, Sierra-Arevalo Leslie, Caldwell Ashur Ana-Clara, White J Tommy, Villa Torres Laura
Department of Health Sciences, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA.
Physical and Occupational Therapy, Duke University Health System, Durham, NC, USA.
Patient Prefer Adherence. 2024 Jan 12;18:93-100. doi: 10.2147/PPA.S432635. eCollection 2024.
A paucity of Spanish language, culturally relevant parent education materials in the healthcare setting results in suboptimal care for Latinx families and further perpetuates health disparities. The purpose of this article is to describe the process for Spanish translation and cultural adaptations to parent education materials of a parent-centered physical therapy program designed to support maternal mental health and infant development during Neonatal Intensive Care (NICU).
Two bilingual physical therapy (PT) students translated educational materials from English to Spanish and were proofread by a professional translator. Next, we conducted a materials review with 5 members of the Latine Community Review Board (CRB), a "standing" advisory group of natively Spanish-speaking, Latine North Carolinians who contract with research teams under the coordination of the Inclusive Science Program (ISP) of the North Carolina Translational and Clinical Sciences Institute (NC TraCS). Review session recruitment, facilitation, and data analysis were conducted by bilingual NC TraCS project managers and the primary investigator for the main feasibility study. Readability analyses were performed at the final stage of translation and adaptation.
Themes from CRB review sessions for improvement included to 1) use parent-friendly language, 2) use the plural masculine form of gendered language for caregivers to include all gender identities in this neonatal context, 3) address challenges with direct translation, and 4) use written education materials to supplement in-person, hands-on training with parents and their infants. All translated materials received a grade level of 5 on the Crawford grade-level index.
Based on CRB feedback and readability analysis, the translation and cultural-adaptation process resulted in comprehensible written parent education materials for Spanish-speaking families. Review meetings with the CRB reinforced the need for Spanish materials in the healthcare setting. Further assessment of these materials with Spanish-speaking families in the NICU setting is needed.
在医疗环境中，缺乏西班牙语的、与文化相关的家长教育材料，导致拉丁裔家庭获得的护理不够理想，进一步加剧了健康差距。本文的目的是描述将以家长为中心的物理治疗项目的家长教育材料进行西班牙语翻译和文化改编的过程，该项目旨在支持新生儿重症监护（NICU）期间的母亲心理健康和婴儿发育。
两名双语物理治疗（PT）专业学生将教育材料从英语翻译成西班牙语，并由一名专业翻译人员校对。接下来，我们与拉丁裔社区审查委员会（CRB）的5名成员进行了材料审查，CRB是一个“常设”咨询小组，由北卡罗来纳州讲西班牙语的拉丁裔北卡罗来纳人组成，他们在北卡罗来纳州转化与临床科学研究所（NC TraCS）的包容性科学项目（ISP）的协调下与研究团队合作。审查会议的招募、主持和数据分析由双语的NC TraCS项目经理和主要可行性研究的主要研究者进行。可读性分析在翻译和改编的最后阶段进行。
CRB审查会议提出的改进主题包括：1）使用对家长友好的语言；2）在这种新生儿背景下，对照顾者使用性别化语言的复数男性形式，以涵盖所有性别身份；3）解决直接翻译带来的挑战；4）使用书面教育材料来补充与家长及其婴儿的面对面实践培训。所有翻译材料在克劳福德年级指数上的年级水平为5级。
根据CRB的反馈和可读性分析，翻译和文化改编过程产生了适合讲西班牙语家庭的易懂的书面家长教育材料。与CRB的审查会议强化了在医疗环境中提供西班牙语材料的必要性。需要在NICU环境中对这些材料与讲西班牙语的家庭进行进一步评估。
