The purpose of this quantitative project was to examine if the implementation of a mentoring program for Spanish speaking nurses facilitated improvement in communication. This project focused on answering did the improved communication resulting from the mentoring program lead to improved patient interactions and ultimately improved patient satisfaction as evidenced by their Hospital Consumer Assessment of Healthcare Providers and Systems survey results. The project studied 78 nurses randomly selected from the nurses on a Southwest telemetry unit. Nurses were then assigned the role of mentor or mentee. To qualify as a mentor, the nurse had to speak fluent English have an above average employment evaluation. The director of the unit approved the mentor mentee assignments. The communication section of the HCAHPS survey was compared from the time frame in 2016 to the exact same time frame in the year previously. A statistical analysis of the data revealed there was no difference in communication by nurses based on the mentor – mentee program outcomes as demonstrated on the HCAHPS survey results. It can be concluded that the mentor program may not be cost and time effective. The study recommends that hospital educators formulate policies that support effective communication of nurses while also considering the efficient use of nurses’ time and institutional financial resources.
El Paso, Texas is fewer than five miles from the United States-Mexico border and 81.2% of its residents identify as Hispanic. Many of these residents speak Spanish as their first language; the same is true for nurses working in the city and its surrounding areas. Approximately 80% of the nurses in a given unit at the Southeastern Hospital speak Spanish and 90% of the patients are English speaking. Patient satisfaction measured by the HCAHPS is low, and for this hospital it appears to result from the number of Spanish speaking nurses that serve patients in these units. Evidence suggests that difficulty communicating with patients is common for Spanish speaking nurses and those that speak other non-English languages. The result is a high turnover rate among nurses, as well as poor patient outcomes and satisfaction; these results are consistent with what has been observed at Southeastern Hospital.
Table of Contents
Introduction
Significance of the Practice Problem
PICOT Question
Practice Problem
Practice Change
PICOT
Feasibility
Theoretical Framework
Theory of Transcultural Nursing
Three-Step Model of Change
Synthesis of the Literature
Insufficient Language Proficiency
Effects of Insufficient Language Proficiency
Practice Recommendations
Project Setting
Project Vision, Mission, and Objectives
Project Description
Unfreezing
Moving
Refreezing
Project Evaluation Plan
Instrumentation and Data Collection
Dissemination
Conclusion
Project Goals and Research Focus
The primary objective of this project was to evaluate whether implementing an eight-week English mentoring program for Spanish-speaking nurses could enhance their patient communication skills, thereby improving patient satisfaction scores as measured by the HCAHPS survey.
- Assessing the impact of mentor-led language and communication training on clinical practice.
- Addressing the correlation between nurse communication barriers and decreased patient satisfaction levels.
- Utilizing Lewin's Three-Step Model of Change to navigate and sustain organizational improvements.
- Investigating the role of cultural congruence and confidence in the professional success of foreign-educated nurses.
- Improving patient outcomes through structured mentorship and feedback loops within a cardiac telemetry unit.
Excerpt from the Book
Unfreezing
This stage began with equilibrium in the field of which groups and individuals were apart. In the case of this change project, the equilibrium was marked by the complacency of all stakeholders involved. Patients expressed low levels of satisfaction, particularly in units where a large number of Spanish speaking nurses worked; among them were the cardiac telemetry unit, where approximately 70% of nurses fit this description. Hospital administrators were aware of this problem but unsure of how best to deal with it. In their uncertainty, they refrained from acting to make change. In addition, the Spanish-speaking nurses have accepted their struggles with communicating effectively with patients. They speak a kind of survival English at the hospital before returning to a home life where they speak Spanish exclusively. Patient satisfaction before the intervention, as measured by HCAHPS, functioned to establish the nature of this equilibrium.
The unfreezing for this project was the implementation of the intervention, as it encouraged the individual knowledge of the problem to become mutual. Reciprocal knowing was important for the disruption of the equilibrium, as the problem can no longer be ignored. The processes of forming mutual knowledge were participants recruited and staff to discuss the impending program. The discussion began in earnest as the intervention started in the implementation. Mentor nurses had at least one year of experience as a nurse, proven proficiency in communication through above satisfactory evaluations, and the desire to “pay it forward,” or provide kindness to someone who will then pass it on. Mentee nurses spoke Spanish and expressed a desire to participate in the intervention. There were no experience requirements for mentee nurses.
Summary of Chapters
Introduction: This chapter provides the background on the demographic challenges in El Paso, Texas, and establishes the need for an English mentoring program to improve patient-nurse communication.
Significance of the Practice Problem: This section details how language barriers and ineffective communication contribute to nurse attrition and low patient satisfaction scores.
PICOT Question: Defines the specific research question and the variables being tested, including the population, intervention, comparison, outcomes, and time frame.
Theoretical Framework: Outlines the application of Leininger’s theory of transcultural nursing and Lewin’s three-step model of change as the foundation for the intervention.
Synthesis of the Literature: Reviews existing research on the challenges faced by English as an Alternative Language (EAL) nurses and discusses evidence-based pedagogical strategies.
Practice Recommendations: Connects the research findings to the specific intervention proposal of an English mentor group.
Project Setting: Describes the organizational context of Southeastern Hospital and the motivations of stakeholders for participating in this project.
Project Vision, Mission, and Objectives: Specifies the short-term and long-term goals of the mentoring project in relation to hospital success.
Project Description: Details the practical implementation of the program through the stages of unfreezing, moving, and refreezing.
Project Evaluation Plan: Explains the use of the HCAHPS survey to measure the effectiveness of the communication program.
Dissemination: Outlines the strategy for sharing the results internally and externally through presentations and potential academic publication.
Conclusion: Summarizes the study's scope and the implications of using peer mentorship for improving patient care outcomes.
Keywords
Mentoring, Spanish-speaking nurses, Patient satisfaction, HCAHPS, Communication skills, Transcultural nursing, Lewin's Three-Step Model, EAL nurses, Clinical education, Nurse retention, Healthcare management, Language barrier, Telemetry unit, Professional development, Patient-centered care.
Frequently Asked Questions
What is the core purpose of this project?
The project aimed to examine if an English mentoring program for Spanish-speaking nurses could improve communication and subsequently boost patient satisfaction scores at a specific hospital telemetry unit.
What are the primary themes discussed in the work?
Key themes include the challenges faced by English as an Alternative Language (EAL) nurses, the role of cultural competence in healthcare, effective pedagogical methods for nursing staff, and organizational change management.
What is the primary research question?
The project sought to answer whether providing an English mentor group for Spanish-speaking nurses working in a telemetry unit improves patient communication compared to not providing such a group.
Which scientific methodology was utilized?
The study utilized a quantitative project design, applying Lewin’s Three-Step Model of Change to implement an eight-week intervention and evaluating outcomes using pre- and post-intervention HCAHPS survey data.
What topics are covered in the main body?
The main body covers the significance of the communication problem, a review of existing literature, the theoretical framework, a detailed description of the intervention process, and an evaluation of the collected data.
Which keywords characterize this research?
The research is characterized by terms such as mentoring, patient satisfaction, HCAHPS, transcultural nursing, nurse retention, and communication skills.
How were mentor and mentee nurses selected for the program?
Mentors were required to have at least one year of nursing experience, above-average performance evaluations, and a willingness to teach, while mentees were chosen based on their Spanish language background and desire for improvement.
What was the outcome of the statistical analysis?
The analysis revealed that while monthly averages did not significantly change, the quarterly scores showed a statistically significant improvement from 2015 to 2016, suggesting the program had a positive impact over that period.
- Quote paper
- Dr. Tracey Soper (Author), 2017, Mentoring for the Spanish Speaking Nurse, Munich, GRIN Verlag, https://www.grin.com/document/381377
