Culturally-Sensitive Information-Sharing in Pediatric Palliative Care

Abstract

Language and cultural differences create barriers to information-sharing by health care providers to parents who are in need of pediatric palliative care. Less than optimal patterns of information-sharing contribute to frustration, anger, and sadness for parents long after their child's death.

Patient-Reported Quality of Pain Treatment and Use of Interpreters in Spanish-Speaking Patients Hospitalized for Obstetric and Gynecological Care

“…[24][25][26] Patients and families with LEP are more likely than others to experience limited communication with healthcare providers, receiving only basic information and poor attention to their questions, concerns, and emotions. 27 Further, providers who speak Spanish less than fluently sometimes try to communicate with LEP patients without the benefit of interpreters, especially in routine situations, leading to miscommunication and inadequate assessments of pain. 28 Given the complexity of the pain experience, its assessment should not be limited to simple descriptors or ratings.…”

How Should We Enhance the Process and Purpose of Prognostic Communication in Oncology?

“…Language differences alone can be a significant barrier to physicians' information sharing, contributing to suboptimal communication along with feelings of frustration, anger, and sadness for patients and parents. 23 True cultural competence starts with cultural curiosity, which relies on asking questions, actively listening, and acknowledging when additional resources (such as translators) are necessary. This cultural curiosity should be manifest from the onset of the physician-patient relationship, thus serving as a foundation for all communication, not just difficult conversations.…”

Caring for Pediatric Patients’ Families at the Child’s End of Life

“…9 Greeting formalities demonstrate courtesy and respect and provide an opportunity to assess any need for assistance in language interpretation. [26][27][28] Non-English-speaking families may fi nd information provided in English contradictory or confusing. 10,[26][27][28][29] Calling the child by name and asking the family if the child has a nickname may invite the family to engage in further communication about the child.…”

“…[26][27][28] Non-English-speaking families may fi nd information provided in English contradictory or confusing. 10,[26][27][28][29] Calling the child by name and asking the family if the child has a nickname may invite the family to engage in further communication about the child. 28 Addressing the family's needs for facial tissues, food and drink, locating restrooms, and other necessary resources is another strategy to build rapport.…”

“…To honor siblings' presence and unique contributions, nurses may explore with parents how to include siblings in meaningful ways. 16,19,27,48,62 An important aspect is obtaining parental permission and respecting parental preferences about end-of-life communication while providing the siblings with honest, accurate information. 8,10,60,62 Dialogue with siblings should be congruent with the siblings' age and developmental level, and not euphemistic or metaphoric.…”