In some regards, the basic needs of every patient population are very similar: all patients require quality, compassionate care and support. Their family members and loved ones likewise require quality, compassionate care and support. However, when one considers characteristics which allows patients to be sorted into different groups, certain specific needs and ways of communicating clearly emerge. Given the increasing racial and ethnic diversity which characterizes the American population, one patient group which emerges is non-English speakers. This paper will describe the specific needs of this patient population and identify methods which can be used to communicate effectively with this population.

As noted earlier, the basic needs of every population are similar. But it should be noted that in America and other countries where English is the primary language (e.g., Australia), “poor English proficiency is a recognised impediment to both effective communication” between patients and healthcare providers as well as a barrier to “adequate health literacy on the part of the patient” (Attard, McArthur, Riitano, Aromataris, Bollen, & Pearson, 2015, p. 96). This suggests that a significant need of the non-English speaking patient population is health literacy which is either visual or available in their native language. Without sufficient health literacy, it is likely that many individuals from this patient group will not even seek medical assistance unless the health challenge or illness reaches a potentially dangerous point (e.g., requiring a visit to an emergency department).

Poor English proficiency as a barrier to effective communication between patient and healthcare provider suggests another need. This need is two-pronged. The first prong is the ability on the part of the patient to communicate their symptoms and concerns to the healthcare provider. The second prong is the ability on the part of the healthcare provider to understand the symptoms and concerns of the patient, identify the source of the individual’s complaint, and then communicate the diagnosis and treatment information meaningfully to the patient and their family. This prong extends a little farther for the provider; they have an obligation to make sure that the patient is connected with the resources the patient might need which can also address concerns regarding the non-English speakers’ comprehension and ability to follow-through on treatment.

There are two other needs which require consideration regarding the non-English speaker. First, given their immigrant status (i.e., legal versus illegal), they may have concerns about being reported to immigration authorities, a fear which may prevent them from seeking medical attention. Second, there may be cultural considerations which might not be obvious to the healthcare provider which must addressed in order to provide effective care. The healthcare provider must assuage the fears of and encourage trust between the patient and themselves. This situation requires that healthcare providers appreciate and adapt culturally-competent care practices and to adapt and adjust accordingly.

One of the primary methods of communicating effectively with this patient group – but which is often limited – is the presence of a medically-competent interpreter (Attard et al., 2015). This can extend to making sure that printed health literacy information is likewise available in a variety of languages to different groups (Attard et al., 2015) – that is, not limiting available materials to English and Spanish only but also making Chinese materials (in both Mandarin and Cantonese), Japanese, and other languages available, given the composition of the local population of non-English speakers. Finally, and as importantly, English-speaking staff need to appreciate the importance of what Attard et al. (2015) refer to as “improving attitudes and embracing differences” (p. 99). This means being patient and compassionate with this group.