Assess whether hospital characteristics associated with better patient experiences overall are also associated with smaller racial-and-ethnic disparities in inpatient experience.
Hospitals that are ...smaller, non-profit, and serve high proportions of White patients tend to be high-performing overall, but it is not known whether these hospitals also have smaller racial-and-ethnic disparities in care.
We used linear mixed-effect regression models to predict a summary measure that averaged eight Hospital CAHPS (HCAHPS) measures (Nurse Communication, Doctor Communication, Staff Responsiveness, Communication about Medicines, Discharge Information, Care Coordination, Hospital Cleanliness, and Quietness) from patient race-and-ethnicity, hospital characteristics (size, ownership, racial-and-ethnic patient-mix), and interactions of race-and-ethnicity with hospital characteristics.
Inpatients discharged from 4,365 hospitals in 2021 who completed an HCAHPS survey ( N =2,288,862).
While hospitals serving larger proportions of Black and Hispanic patients scored lower on all measures, racial-and-ethnic disparities were generally smaller for Black and Hispanic patients who received care from hospitals serving higher proportions of patients in their racial-and-ethnic group. Experiences overall were better in smaller and non-profit hospitals, but racial-and-ethnic differences were slightly larger.
Large, for-profit hospitals and hospitals serving higher proportions of Black and Hispanic patients tend to be lower performing overall but have smaller disparities in patient experience. High-performing hospitals might look at low-performing hospitals for how to provide less disparate care whereas low-performing hospitals may look to high-performing hospitals for how to improve patient experience overall.
SMP Negeri 1 Bangli has many types of extracurricular activities. These extracurricular activities' implementation can support achieving one of the school's objectives. The implementation of extra ...activities is carried out after intra-curricular activities are carried out with the determining the schedule submitted to the agreement of each extracurricular manager with its members. One of them is journalism extracurriculars. A mutual agreement as a contract for the activities implementation is determined together at the beginning of the school year before the activities begin. A detailed work program is a reference for the wheels of activity. Activities packed with various activities are the main attraction for students' participation. This extracurricular activity has the main objective of fostering students' competence in the field of journalism through writing and speaking activities. Specifically, this study emphasized the implementation of extracurricular activities in fostering students' potential for linguistic-verbal competence through various group-based speaking activities. Bincang Esaba' was an activity that focused on verbal activities and character building of journalism extracurricular members. This study used a qualitative descriptive approach. Conclusions were drawn from analyzing the various interrelationships of participants with multi-faceted, interactive strategies, such as direct observation, participatory observation, in-depth interviews, documents, and complementary techniques, such as photographs, recordings, and others. The study concluded that implementing journalism extracurricular activities at SMP Negeri 1 Bangli ran well according to the work program that had been prepared, and 'Bincang Esaba' could foster the linguistic-verbal intelligence of students who were its members.
By exploring two novel concepts, heritage language anxiety (HLA) and majority language anxiety (MLA), this study draws attention to the hitherto neglected topic of language anxiety in immigrant and ...minority contexts. Based on semi-structured interviews with three generations of Turkish immigrants in the Netherlands (n = 30), we investigate why members of an immigrant community experience language anxiety and how it affects them. Findings suggest that language anxiety in the immigrant context, in both its HLA and MLA manifestations, can be attributed to linguistic and socioemotional causes. These linguistic and socioemotional causes, however, are occasionally difficult to isolate and they often interact in bringing about a number of negative consequences. Immigrants may ultimately avoid using the language about which they feel anxious, which will in turn cause further problems in terms of conflicted identities and reduced proficiency in the language concerned. We thus propose that there is a vicious circle that connects bilinguals' language knowledge, language use and language anxiety.
Several studies on Virtual Exchange (VE) have highlighted positive learning experiences, increases in technological pedagogical and content skills (TPACK) and foreign language (FL) competence. ...However, most VE research to date use qualitative or descriptive case-studies of how VEs have been implemented, and what "might" have worked. In this large-scale quantitative two-study design, we explored how 622 pre-service teachers developed TPACK skills and (perceived) FL competence over time in 23 VEs across 34 institutions in 16 countries. In Study 1, we used a (quasi-) experimental design of 3 VEs in an experimental (n = 151) or control group (n = 77) to explore the impact on TPACK. In Study 2, we used a larger sample of 20 VEs and 394 participants to replicate and contrast the findings from Study 1 in a broader context. In contrast to our expectations, participants in the experimental condition did not have higher TPACK skills growth relative to the control condition in Study 1, which was further confirmed in Study 2. Nonetheless, in Study 2 pre-existing TPACK skills influenced the development of (perceived) FL competence over time, whereby those participants who further strengthened their TPACK skills during the VE were more likely to nurture FL competence. A major lesson from this large-scale implementation is that VEs do not generate TPACK skills and FL competence by osmosis. We encourage CALL researchers to carefully reflect on any positive or negative finding that something has "worked" when there is no comparison or control group included.
Aims
To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring.
Background
...Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors.
Design
A cross‐sectional, descriptive explorative study design was used.
Methods
Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors' competence in mentoring culturally and linguistically diverse nursing students was measured with the self‐assessment Mentors' Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non‐parametric tests and binary logistic regression analysis.
Results
Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors' competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area.
Conclusion
Innovative and effective strategies are needed to develop mentors' competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments.
Today, scholars and students face an array of lingualisms: bilingualism, multilingualism, polylingualism, metrolingualism plurilingualism, codeswitching, codemeshing, and translanguaging, among ...others. Plurilingualism can be understood as the study of individuals' repertoires and agency in several languages, in different contexts, in which the individual is the locus and actor of contact; accordingly, a person's languages and cultures interrelate and change over time, depending on individual biographies, social trajectories, and life paths. The term 'plurilingual competence' adds emphasis on learners' agency, and constraints and opportunities in educational contexts. We discuss where and how plurilingualism fits among the other lingualisms, its similarities and differences, with an example of plurilingual pedagogy and practice from a university in Vancouver, Canada. In doing so, we challenge three common critiques of/misconceptions about plurilingualism: (i) that it is based on an invalid static binary between the social and the individual, (ii) that it is over-agentive, and (iii) that it can serve to reinforce social inequities within a neoliberal world order.
Comprehending irony is a complex task: typically developing (TD) children start recognizing what the speaker meant (typically the opposite of what was said) at approximately six years of age, with ...ironic criticisms (the more frequent form of irony) being understood earlier and better than ironic compliments. Irony comprehension has been linked to Theory of Mind (ToM) abilities, which are in turn predicted by language competence, and with a possible role of social experiences to account for the asymmetry between criticisms and compliments. We tested irony comprehension in a group of 13 children and adolescents with Down syndrome (DS, mean age 13;6; range: 10;9–15;3) and compared their performance with a control group of younger TD children (mean age: 4;10; range: 3;2–6;6) matched for nonverbal mental age and measured their linguistic and ToM abilities. Individuals with DS have severely compromised linguistic skills but relatively strong social abilities. Our aim was twofold: we wanted to investigate higher level pragmatic abilities in DS, an area that is understudied, and to disentangle the contribution of linguistic, ToM and social factors for understanding irony. We found that individuals with DS reached the same level of irony comprehension as the TD control group and that they understood ironic criticisms much better than ironic compliments. For both groups, only linguistic abilities correlated with irony comprehension, with no influence of ToM. We discuss the implications of these results for future research on pragmatic abilities in DS, and for irony comprehension in general.
•Individuals with Down Syndrome comprehend irony as typically developing children matched for mental and linguistic age.•For individuals with Down Syndrome ironic criticisms were much easier than ironic compliments.•Linguistic abilities predicted irony comprehension for individuals with Down Syndrome and typically developing children.•No role of Theory of Mind abilities was found in irony comprehension.
Code-switching is a common phenomenon that bilinguals engage in, including bilingual children. While many researchers have analyzed code-switching behaviors to better understand more about the ...language processes in bilingual children, few have examined how code-switching behavior affects a child's linguistic competence. This study thus sought to examine the relationship between code-switching and linguistic competency in bilingual children. Fifty-five English–Mandarin bilingual children aged 5 to 6 years were observed during classroom activities over five days (three hours each day). A number of different word roots and mean length of utterance for both languages, and a number of code-switched utterances for each child, were computed. English receptive vocabulary scores were also obtained. Additionally, teachers rated children's English and Mandarin language competencies approximately six months later. Correlational and hierarchical regression analyses support the argument that code-switching does not indicate linguistic incompetence. Instead, bilingual children's code-switching strongly suggests that it is a marker of linguistic competence.
Language as a source of otherness Wilmot, Natalie Victoria; Vigier, Mary; Humonen, Kristina
International journal of cross cultural management : CCM,
04/2024, Letnik:
24, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Language is now firmly on the research agenda for international business and management. However, although attention is now being given to the effects of language on social interactions, rather than ...purely focusing on language as a matter of strategic priority, there is relatively little known about how language contributes to Othering processes in which employees experience marginalisation and exclusion as a result of evaluations of their linguistic competences. This conceptual paper highlights a number of ways in which linguistic evaluations drive such processes, and particularly draws on postcolonial perspectives in order to explore language as a tool of marginalisation and oppression. We demonstrate that language is closely tied to ideological constructions of the ideal worker, and highlight that English-language competence in particular, is often positioned as an essential skill for managerial roles, which can lead to exclusion of those who do not confirm to this expectation. Additionally, we draw on research which explores language as a key component of social identity, and thus an important factor in the construction of in-groups and out-groups within the workplace, in order to demonstrate not only the influence of context on the salience of language as a marker of identity, but also how language intersects with other identity characteristics in processes of exclusion. We conclude by demonstrating the possibilities to resist Othering in order to create more inclusive workplace environments.
The peculiar characteristics, the insufficiency of legal knowledge, complexity, and technicality of legal language in addition to the differences across legal systems and cultures cause a great ...dilemma for legal texts translators. This article aims at investigating the specific issues and challenges that BA (bachelor’s degree) students face when translating legal texts. The sample size of this article was fifty undergraduate students who are taking legal texts translation courses at the University of Jordan-Aqaba. A translation test that included twenty sentences was given to the students. The correct translation of these sentences was taken from B. Hatim, R. Buckly, and Shunnaq’s book The Legal Translator at Work: A Practical Guide. The results show that the language of the law is inevitably culture-bound. The polysemy of legal terms, legal collocations, and legal terminology made it hard for the students to translate accurately. It also shows that a high cultural and linguistic competence level is required to select the right equivalence.
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