TeamSTEPPS® Enhancing Safety for Patients With Limited English Proficiency Module

Train-the-Trainer Session: Implementation Classroom Slides

Slides:

Slide 1: Enhancing Safety for Patients With Limited English Proficiency
Slide 2: Shift Toward a Culture of Safety
Slide 3: Phase I: Assessment
Slide 4: Patient Language Process Map
Slide 5: Policies and Guidelines
Slide 6: Site Assessment
Slide 7: Phase II: Planning, Training, Implementing
Slide 8: Goals and Outcomes
Slide 9: Why Evaluate
Slide 10: Evaluation Steps
Slide 11: Planning Your Evaluation
Slide 12: Training
Slide 13: Phase III: Sustainment
Slide 14: Action Planning

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Slide 1: Enhancing Safety for Patients With Limited English Proficiency

Enhancing Safety for Patients With Limited English Proficiency

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Slide 2: Shift Toward a Culture of Safety

Image: A decision chart shows the shift process in three phases:

Phase 1: Pre-training assessment including process map, policies and data/measures; work on climate improvement until ready for the intervention.
Phase 2: Planning, training and implementation; test your intervention.
Phase 3: Sustainment. Effect culture change through coaching and integration, monitoring the plan and continuous improvement.

The process is summarized at the bottom of the chart: Set the stage, decide what to do, make it happen and make it stick.

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Slide 3: Phase I: Assessment

• Process map.
• Policies.
• Site assessment.

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Slide 4: Patient Language Process Map

Identify language/cultural needs
Who?	How?
Contact interpreter
Who?	How? List various methods. Note contingency plans.
Ensure that interpreter is present for entire encounter
Who?	How?
Ensure that interpreter is fully informed and integrated into team
Who?	How?

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Slide 5: Policies and Guidelines

• Title VI, Civil Rights Act: equal access for LEP.
• The Joint Commission: Patient-Centered Communication Standards.
• Hospital policy.

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Slide 6: Site Assessment

• Data:
  • % LEP.
  • Common languages.
  • Interpreter resources.
  • Bilingual staff.
• Other information:
  • Hospital incidents.
  • Community patterns of bias or conflict.

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Slide 7: Phase II: Planning, Training, Implementing

• Goals and desired outcomes.
• Measures.
• Processes to change.
• Behaviors to change.
• Training logistics.

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Slide 8: Goals and Outcomes

Goals and Outcomes	What needs to change?
Processes
Activities
Practices
Behaviors
Attitudes

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Slide 9: Why Evaluate

• Answers the question: Did it work?
• Helps you improve over time.
• Improves leadership and staff buy-in.

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Slide 10: Evaluation Steps

• Design.
• Process evaluation.
• Metrics.
• Analysis and report.

Refer to the Evaluation Guide and Metrics

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Slide 11: Planning Your Evaluation

• What is the goal of your intervention?
• What level metrics will you implement (1, 2, 3, 4)?
• Any other metrics beyond what's in the Guide?

Image: A pyramid depicts the four levels:

Level 1 (bottom level): Reaction: Did the participants like the training? What do they plan to do with what they have learned?
Level 2: Learning: What skills, knowledge, or attitudes changed after the training? By how much?
Level 3: Behavior: Did the participants change their on-the-job bahevior based on what they learned?
Level 4: Outcomes (top level): Did the change in behavior positively affect the patient?

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Slide 12: Training

• Who?
• When?
• Over what period of time?

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Slide 13: Phase III: Sustainment

• Ongoing training.
• Coaching.
• Leadership support.

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Slide 14: Action Planning

Activity	Person Responsible	Target Date

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Internet Citation:

TeamSTEPPS Enhancing Safety for Patients With Limited English Proficiency Module: Train-the-Trainer Session: Implementation Classroom Slides. Slide Presentation (Text Version). Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/teamsteppstools/tslepfiles/traintrainers/lepslimp.htm

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