Cultural Competence

Inpatient Latino Patients


Linda Golley




In-Person or Webinar




Not Available


Learning Objectives

After taking this course, the licensed healthcare professional learner will be able to:

Part One:

  • Articulate the reasons that Latino patients in the United States healthcare system have had not only less access to healthcare but also have not received care that was useful to them or effective for them.
  • Describe the importance of not generalizing characteristics over a population of patients, but rather to meet each patient where he or she is and build care around that person’s goals, needs, and preferences.
  • Be able to articulate at a personal level what healthcare goals, needs, and preferences are.

Part Two:

  • Articulate the federal mandate to fully and effectively provide culturally competent care, as promulgated in the CLAS Standards. Recognize how the CLAS Standards mandate individualizing care according to the patient’s goals, needs, and preferences.
  • Be ready to collaborate with doctors and all members of the care team who interact with the Latino inpatient unit to elevate the patient’s goals, needs, and preferences throughout the episode of care.
  • Be able to conduct an effective interview with a patient being admitted to the inpatient Latino unit, so as to make sure that care starts off with a care plan aligned with the patient’s care goals and continues throughout the admission with implementation of the patient’s needs and preferences.
  • With respect to the specific medical topics discussed in this section, such as cancer and infectious disease, be able to describe the particular needs of Latino patients that derive from their migration history and their previous access to healthcare, both for patients born in Latin America and for those born in the United States.

Part Three:

  • Be alert to the particular needs of Latino patients around such medical topics as diabetes, mental health, end-of-life. Again, the needs of Latino patients differ based on where they were born, whether they had a migration path, and their access to healthcare care to date.
  • Be ready to elicit patients’ ideas about how they wish to engage with their medical situation, and incorporate that into the care plan.

Part Four:

  • Be ready to elicit and implement the patient’s need for control over aspects of the care episode, such as need for information, need for language support, need to include self-care practices, need for privacy and security, need to control access of visitors to the patient.
  • Be able to work with Interpreters effectively and collaboratively.
  • Be aware of regulatory requirements related to language support and culturally-competent care, and be ready to respond successfully to challenges by regulatory reviewers.
  • Set the stage and use provided tools to welcome the patient to the unit and then to support her dignity and comfort throughout her admission.


Linda Golley trains medical interpreters and medical interpreter trainers throughout the country. She is an experienced language access program manager as well as an ADA specialist. She is former vice-chair for the Certification Commission for Healthcare Interpreters.

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