New Resources for Audiologists Working With Hispanic Patients: Spanish Translations and Cultural Training Purpose Hispanics comprise over 16% of the U.S. population (Humes, Jones, & Ramirez, 2011). Cultural and language differences may negatively affect services audiologists provide to Hispanic patients. The purpose of the current study was to assist monolingual English-speaking audiologists working with Spanish-speaking Hispanic patients by developing appropriate cultural and language ... Clinical Focus
Clinical Focus  |   March 01, 2015
New Resources for Audiologists Working With Hispanic Patients: Spanish Translations and Cultural Training
 
Author Affiliations & Notes
  • Leigh Ann Reel
    Texas Tech University Health Sciences Center, Lubbock
  • Candace Bourland Hicks
    Texas Tech University Health Sciences Center, Lubbock
  • Nathan Ortiz
    Texas Tech University Health Sciences Center, Lubbock
  • Amanda Rodriguez
    Texas Tech University Health Sciences Center, Lubbock
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Leigh Ann Reel: leigh.reel@ttuhsc.edu
  • Nathan Ortiz is now with the United States Navy in Iwakuni, Japan.
    Nathan Ortiz is now with the United States Navy in Iwakuni, Japan.×
  • Editor and Associate Editor: Larry Humes
    Editor and Associate Editor: Larry Humes×
Article Information
Balance & Balance Disorders / Cultural & Linguistic Diversity / Clinical Focus
Clinical Focus   |   March 01, 2015
New Resources for Audiologists Working With Hispanic Patients: Spanish Translations and Cultural Training
American Journal of Audiology, March 2015, Vol. 24, 11-22. doi:10.1044/2014_AJA-14-0027
History: Received June 3, 2014 , Revised October 17, 2014 , Accepted November 21, 2014
 
American Journal of Audiology, March 2015, Vol. 24, 11-22. doi:10.1044/2014_AJA-14-0027
History: Received June 3, 2014; Revised October 17, 2014; Accepted November 21, 2014

Purpose Hispanics comprise over 16% of the U.S. population (Humes, Jones, & Ramirez, 2011). Cultural and language differences may negatively affect services audiologists provide to Hispanic patients. The purpose of the current study was to assist monolingual English-speaking audiologists working with Spanish-speaking Hispanic patients by developing appropriate cultural and language instruction materials.

Method Test descriptions and instructions for hearing and balance tests were developed in English and Spanish. A cultural training module was also created. The first draft of these resources was reviewed by nonaudiologists (bilingual and Spanish monolingual) and audiologists (bilingual and English monolingual). Videos were recorded of the Spanish test instructions read aloud.

Results Overall, ratings from audiologists and nonaudiologists indicated the translations were easy to understand, and the wording/dialect was appropriate for the region. Audiologists generally reported the information was consistent with what they use clinically, although variability existed in specific wording used. Reviewers rated the cultural training module as easy to understand, relevant to Spanish-speaking patients, and relevant to audiologists. The materials were revised and edited based on feedback from reviewers.

Conclusions The current study developed materials for monolingual English-speaking audiologists working with Spanish-speaking Hispanic patients. The final translations are provided as online supplemental materials.

Acknowledgments
The current project was funded by a 2011 grant from the American Speech-Language-Hearing Association Office of Multicultural Affairs. We thank the audiologists at Texas Tech University Health Sciences Center for their time and assistance in writing or reviewing the English test instructions. We are indebted to the individuals who assisted with recruiting the bilingual nonaudiologist reviewers. In addition, we greatly appreciate the individuals who generously volunteered their time to review and provide feedback on the translations and cultural training module. Finally, we express our sincere gratitude for the time and effort that Raul Rojas at University of Texas at Dallas devoted to proofreading and editing the final draft of the translations.
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