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making the business case for culturally and linguistically appropriate ...

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specific purpose can result in larger benefits such as increased market share, or expansion ofservices to populations o<strong>the</strong>r than LEP <strong>and</strong> ethnic or cultural minority populations.Work<strong>for</strong>ce <strong>and</strong> bilingual employee development is key. Faced with increasing dem<strong>and</strong> <strong>for</strong>language services, <strong>and</strong> in <strong>the</strong> absence of adequate numbers of on-site qualified health careinterpreters, health care organizations are turning to <strong>the</strong>ir own diverse work <strong>for</strong>ce as a meansto assure <strong>culturally</strong> competent care. Health care organizations serving LEP populations aredeveloping <strong>the</strong>ir work<strong>for</strong>ces by hiring <strong>and</strong> training new <strong>and</strong> existing employees who areei<strong>the</strong>r bilingual or interested in becoming bilingual. Employees proficient in a secondlanguage provide an internal value <strong>and</strong> benefit to a health care organization <strong>and</strong> lead tosavings in annual expenditures <strong>for</strong> outsourced language interpretation services.The projects highlighted in this report show that organizations can save money <strong>and</strong> provideeffective <strong>culturally</strong> competent care by improving <strong>the</strong> language skills of bilingual staff whoserve as interpreters. Most organizations will not have <strong>the</strong> resources to pursue instant across<strong>the</strong>-boardbilingual or bicultural competency. However, organizations successful inimplementing bilingual programming have focused first on those employees who come indirect contact with LEP populations. In addition, cultural competency <strong>and</strong> languageinterpretation training are becoming increasingly available through academic institutions,with provider specific continuing medical education credits granted at program completion.Exploration <strong>and</strong> integration of community partnerships <strong>and</strong> resources is important. CLASSt<strong>and</strong>ard 12 speaks to using community relationships <strong>and</strong> <strong>business</strong> partnerships in health careto reach patients <strong>and</strong> consumers. The Young Children’s Health Center <strong>and</strong> KaiserPermanente used <strong>the</strong>ir local universities <strong>and</strong> colleges to train, educate <strong>and</strong> develop <strong>the</strong>language skills of <strong>the</strong>ir employees <strong>and</strong> staff to serve LEP patients. Contra Costa established apartnership with three regional hospitals to purchase low cost language interpretationservices <strong>and</strong> telephone rates; <strong>and</strong> L.A. Care, with <strong>the</strong> help of local bilingual providers,developed vital translated medial documents in ten languages.Technology can be useful in serving LEP populations. Language interpretation lines <strong>and</strong>satellite technology can help eliminate patient-provider language barriers. With <strong>the</strong> increaseduse of cell phones, telephone dual head/h<strong>and</strong>sets <strong>and</strong> satellite voice speaker phones, healthcare organizations can operate <strong>and</strong> update communication technology to eliminate <strong>the</strong>barriers <strong>and</strong> challenges related to accessing in-person language interpretation when needed.Per<strong>for</strong>mance measurement should be a component of <strong>the</strong> CLAS project plan. Health careorganizations that want to begin <strong>and</strong> continue CLAS interventions must take <strong>the</strong> necessarysteps to identify track <strong>and</strong> document <strong>the</strong> qualitative <strong>and</strong> quantitative outcomes of CLASprojects. In addition, those working on CLAS interventions must work as a team withfinancial staff members, <strong>and</strong> solicit in<strong>for</strong>mation from non-programmatic managers <strong>and</strong> staffto support <strong>the</strong> continuation of <strong>the</strong>ir programs.Many CLAS resources are already available. Organizations may benefit from <strong>case</strong> examplesprovided in this report as well as pre-existing materials on CLAS. (Resources are identifiedin Appendix P.) The Agency <strong>for</strong> Healthcare Research <strong>and</strong> Quality, <strong>and</strong> <strong>the</strong> Center <strong>for</strong>Medicare <strong>and</strong> Medicaid Services (CMS) published a particularly helpful guide <strong>for</strong> managedcare plans interested in implementing CLAS initiatives. The guide includes in<strong>for</strong>mation onhow to conduct an organizational assessment <strong>for</strong> CLAS, create a planning team, assess <strong>the</strong>26

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