Enhancing the Anesthesia Providers’ Awareness of Resources, Policies, & Procedures Surrounding Patients with Language Communication Barriers

Background: Patients with limited English proficiency (LEP) are facing significant communication challenges in peri-operative settings, spanning from understanding anesthesia-related information to obtaining informed consent. These language-based obstacles lead to decreased quality of care, lower patient satisfaction, and a heightened risk of adverse healthcare outcomes. The purpose of this study is to investigate if a web-based educational program can increase the anesthesia providers’ awareness of resources, policies, and procedures available for LEP patients. Methods: This quantitative, quasi-experimental project uses a pretest-posttest design sampling from a full-service community hospital in the Southeastern region of United States. Results: Twenty-five individuals participated in this study. There was significant pretest-posttest difference on question : question 1 (χ2(1) = 5.98, p = .015) (federal law); question 2 (language service resources) (χ2(1) = 13.30, p < .001); question 4 (language service procedure) (χ2(1) = 11.80, p < .001); question 5 (policy location) (χ2(1) = 11.70, p < .001); question 6 (resource location) (χ2(1) = 7.29, p = .007); question 7 (resource location) (χ2(1) = 24.10, p < .001). The average number of correct answers increased from 3.19 ± 1.48 to 5.80 ± 0.50 (t = 6.53, p < .001). Conclusion: The result of this data is evidence that utilization of a brief educational module can greatly impact anesthesia providers’ awareness of resources, policies, and procedures for language services for patients with language communication barriers. Future projects should aim to highlight the significance of obtaining informed consent via a certified interpreter in lieu of ad hoc interpretation.