An investigation into the perceptions of primary care practitioners of their education and development needs for communicating with patients who may not be fluent in English.
This paper reports on an empirical research project that assessed educational needs of primary care practitioners for communicating with minority ethnic patients who are not fluent in English. The qualitative study was carried out in general practice settings in a northern inner city locality. Discrepancies are highlighted between patient and practitioner understandings, and between educational models and practitioner views. Educational needs are identified to enhance practitioners' specific skills, knowledge of patient perspectives, and self-awareness. Organisational influences on communication are explored. Key arguments are that "transcultural" educational models should be used critically, and education should enable practitioners to integrate their personal coping strategies with structured practice development planning.
School of Education, University of Leeds, 11 Blenheim Terrace, Leeds LS2 9LN, UK. r.m.robinson@education.leeds.ac.uk
Mark
M
Robinson
Pauline
P
Phillips
D000223:Adaptation, Psychological; D000328:Adult; D000368:Aged; D001291:Attitude of Health Personnel; D003152:Community Health Nursing / Q000379:methods; D018864:Cultural Diversity; D004502:Education, Medical, Continuing / Q000458:organization & administration; D004645:Empathy; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D033182:Intention; D008297:Male; D008875:Middle Aged; D019303:Multilingualism; D020380:Needs Assessment; D010817:Physician-Patient Relations; D010821:Physicians, Family / Q000523:psychology; D011320:Primary Health Care / Q000379:methods*; D036301:Qualitative Research; D006113:United Kingdom