Is Increased Spanish-Language Proficiency Associated with Increased Connectedness to Spanish-Speaking Patients Among Interdisciplinary Healthcare Providers?
Abstract
Introduction and Objective. Language proficiency is a critical component of effective healthcare delivery, particularly in multilingual settings. This study investigates the relationship between Spanish language fluency and the volunteer experience of health profession volunteers at the Apopka Farmworkers Clinic, which serves a predominantly Spanish-speaking migrant farmworker community. The objective of this research is to discern how Spanish fluency influences volunteer educational experiences and perceived impact and effectiveness in caring for Spanish-speaking patients. Methods. Health profession volunteers from the University of Central Florida College of Medicine, Nursing, Physical Therapy, Social Work, Counselor Education, and University of Florida College of Pharmacy, as well as community healthcare providers who volunteered at the Apopka Farmworkers Clinic from Fall 2022 to Winter 2024, were enrolled in this study. Participants completed an electronic survey that gauged their experiences through a series of statements rated on a 5-point Likert scale. Those that did not select an affiliation with a school and those that did not complete any of the statements using the Likert scale were excluded from the study. The data was analyzed with descriptive statistics to summarize the data and will include comparative statistical analysis to explore correlations between reported Spanish language fluency and volunteer responses. Results. Survey responses with exclusion criteria applied yielded a total of 147 study participants (73 College of Medicine students, 12 counseling, 21 nursing, 9 physical therapy, 1 social work, 10 pharmacy, and 21 providers). Survey response medians were calculated for each question across different participant groups. The results demonstrated that volunteers with greater self-reported Spanish language fluency felt an increased ability to connect to Spanish-speaking patients (3.46/5 for no proficiency versus 4.75/5 for native proficiency). Spanish language proficiency also affected volunteers’ motivation to approach native speaker patients on their own (3.25/5 for no proficiency versus 4.48/5 for native proficiency). Furthermore, regardless of Spanish fluency level, nursing, counseling, and pharmacy students reported an overall lower connection to patients they were treating with median connection levels of 3.62, 3.47, and 3.15 (out of 5) respectively compared to healthcare professionals, medical students, physical therapy, and social work students who reported median connection levels of 4.5, 4.2, 4.44, and 4.5 (out of 5) respectively. Conclusions-Implications. Our findings further underscore the need for language education and support in health professional training across multiple health professions. The study will inform future curricular developments aimed at preparing healthcare students to work effectively in diverse linguistic environments, ultimately enhancing the quality of care for Spanish-speaking populations.
Keywords
Spanish language proficiency, Healthcare delivery, Interdisciplinary healthcare providers, Patient connectedness, Multilingual settings
Presentation Type
Poster Presentation
Is Increased Spanish-Language Proficiency Associated with Increased Connectedness to Spanish-Speaking Patients Among Interdisciplinary Healthcare Providers?
Introduction and Objective. Language proficiency is a critical component of effective healthcare delivery, particularly in multilingual settings. This study investigates the relationship between Spanish language fluency and the volunteer experience of health profession volunteers at the Apopka Farmworkers Clinic, which serves a predominantly Spanish-speaking migrant farmworker community. The objective of this research is to discern how Spanish fluency influences volunteer educational experiences and perceived impact and effectiveness in caring for Spanish-speaking patients. Methods. Health profession volunteers from the University of Central Florida College of Medicine, Nursing, Physical Therapy, Social Work, Counselor Education, and University of Florida College of Pharmacy, as well as community healthcare providers who volunteered at the Apopka Farmworkers Clinic from Fall 2022 to Winter 2024, were enrolled in this study. Participants completed an electronic survey that gauged their experiences through a series of statements rated on a 5-point Likert scale. Those that did not select an affiliation with a school and those that did not complete any of the statements using the Likert scale were excluded from the study. The data was analyzed with descriptive statistics to summarize the data and will include comparative statistical analysis to explore correlations between reported Spanish language fluency and volunteer responses. Results. Survey responses with exclusion criteria applied yielded a total of 147 study participants (73 College of Medicine students, 12 counseling, 21 nursing, 9 physical therapy, 1 social work, 10 pharmacy, and 21 providers). Survey response medians were calculated for each question across different participant groups. The results demonstrated that volunteers with greater self-reported Spanish language fluency felt an increased ability to connect to Spanish-speaking patients (3.46/5 for no proficiency versus 4.75/5 for native proficiency). Spanish language proficiency also affected volunteers’ motivation to approach native speaker patients on their own (3.25/5 for no proficiency versus 4.48/5 for native proficiency). Furthermore, regardless of Spanish fluency level, nursing, counseling, and pharmacy students reported an overall lower connection to patients they were treating with median connection levels of 3.62, 3.47, and 3.15 (out of 5) respectively compared to healthcare professionals, medical students, physical therapy, and social work students who reported median connection levels of 4.5, 4.2, 4.44, and 4.5 (out of 5) respectively. Conclusions-Implications. Our findings further underscore the need for language education and support in health professional training across multiple health professions. The study will inform future curricular developments aimed at preparing healthcare students to work effectively in diverse linguistic environments, ultimately enhancing the quality of care for Spanish-speaking populations.