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APPENDICESAppendix A: Bilingual Employee Incentive ProgramAppendix B: Bilingual Deaf Access ProgramAppendix C: Family-Centered Maternity SuitesAppendix D: Group Discharge Classes in SpanishAppendix E: Health Care Interpreter Certificate ProgramAppendix F: Multilingual Health Resource Exchange ProgramAppendix G: Qualified Bilingual Staff ModelAppendix H: Remote Video/Voice Medical Interpretations ProjectAppendix I: Staff Volunteer Interpretation ProgramAppendix J: Traditional Safety Net Telephonic Interpreting Project—Dual Head Set and Hand Set InterpretationAppendix K: Training for Interpreters in a Health Care SettingAppendix L: TeleSaludAppendix M: Web RepositoryAppendix N: GlossaryAppendix O: Project MethodologyAppendix P: CLAS Resource & Links30
APPENDIX ABilingual Employee Incentive ProgramYoung Children’s Health CenterCLAS Standards Met: 1-6, 9 and 12ISSUE. Fifty percent of patients at the Young Children’s Health Center (YCHC) speak onlySpanish. YCHC’s neighbor communities have the highest rate of new immigrant residency inNew Mexico. Due to the increased need for language interpretation resources, YCHC hasestablished the Bilingual Staff Incentive Program encouraging trained staff members to serveas interpreters in exchange for extra salary compensation.DISCUSSION. The Young Children’s Health Center (YCHC) is a community-based,pediatric clinic that provides comprehensive health services to families with children frombirth to young adulthood. The center is under the organizational umbrella of Children’sHospital of New Mexico, part of the University of New Mexico Hospital System. Servicesprovided by YCHC include home visitation, behavioral health services, and casemanagement. The clinic is located in a relatively isolated, impoverished area populated byindividuals of many different cultures and ethnicities and is the primary location for pediatrichealthcare.Many YCHC staff are not bilingual. Due to the increased need for language interpretation,YCHC established a Bilingual Staff Incentive Program, enabling trained staff members toserve as Spanish language interpreters. As part of the program, staff members are certifiedfor medical interpretation through the University of New Mexico Hospital (UNM) andreceive extra salary compensation. Priority for training is based on the amount of time staffmembers spend or plan to spend interpreting in the clinical setting.The clinic also emphasizes cultural competency in regular staff training and meetings andparticipates in “Medical Home” training sessions sponsored by the American Academy ofPediatrics.BENEFITS/RESULTS. Eighteen out of 20 YCHC staff members have participated in theincentive program since its establishment. The program has reduced operating costs of thecenter, saving substantial costs of contracted language interpretation services. YCHC hasalso changed its hiring policies to encourage all personnel to participate in the incentiveprogram.YCHC estimates that trained in-house staff interpreters have saved the organization morethan $50,000 in interpretation costs after adjusting for salary increases. In addition, by usingYCHC employees for interpretation, the scheduling and management of the process hasimproved. Delays associated with waiting for an interpreter have been largely eliminated.LESSONS LEARNED/NEXT STEPS. The Bilingual Incentive Program is one componentof YCHC’s commitment to providing culturally competent care. Since establishing the staffincentive program and dramatically reducing language barriers at YCHC, the center31
Page 1 and 2: MAKING THE BUSINESS CASE FORCULTURA
Page 4 and 5: PREFACEToday there are more than 30
Page 7 and 8: Major Themes• Minority and LEP Co
Page 9 and 10: INTRODUCTIONHighlights:• Overview
Page 12 and 13: NATIONAL STANDARDS FORCULTURALLY AN
Page 14 and 15: hospital’s culturally diverse pat
Page 16: equiring interpretation, clinical a
Page 19 and 20: CLAS BUSINESS CASE PROJECTS AND RES
Page 22 and 23: ProjectOrganizational SettingCLAS A
Page 24 and 25: BUSINESS CASE THEMES,KEY FINDINGS A
Page 26 and 27: specific purpose can result in larg
Page 28 and 29: CONCLUSIONS AND RECOMMENDATIONSThe
Page 32 and 33: continues to provide linguistically
Page 34 and 35: start for the children at YCHC. The
Page 36 and 37: patients. This has become an attrac
Page 38 and 39: information exchange. For example,
Page 40 and 41: • Technology: A dedicated web sit
Page 42 and 43: APPENDIX FMultilingual Health Resou
Page 44 and 45: WHO TO CONTACT. For more informatio
Page 46 and 47: its internal expertise to meet the
Page 48 and 49: Remote Video/Voice MedicalInterpret
Page 50 and 51: APPENDIX IStaff Volunteer Interpret
Page 52 and 53: APPENDIX JTeleSaludMolina Healthcar
Page 54 and 55: APPENDIX KTraditional Safety Net Te
Page 56 and 57: Training for Interpreters in aHealt
Page 58 and 59: and training purposes. From 2001 th
Page 60 and 61: linguistically appropriate services
Page 62 and 63: APPENDIX O- Project MethodologyThe
Page 64: A Family Physician's Practical Guid

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