(Exhibit 2-2, Continued)DOMAIN / KEY ELEMENT7. Staff Training andDevelopmentA. Diversity training programsB. Staff developmentVARIABLESA. Formal CLAS training programFrequency <strong>of</strong> diversity training programRacial/ethnic groups covered in diversity trainingDiverse groups other than racial/ethnic covered in diversity trainingTopical areas covered in diversity trainingResources and activities included in diversity trainingEntities responsible for conducting diversity trainingEntities responsible for developing diversity trainingDiversity training review and oversightDiversity training evaluation methodsAgency support for diversity trainingBudget line for diversity trainingProgram development and administrationProgram components and activitiesProgram evaluated for effectivenessState and local support for trainingB. CLAS training available or requiredTypes <strong>of</strong> staff for whom diversity training is available or requiredTypes <strong>of</strong> staff receiving one-time or continuous diversity trainingStrategies for encouraging staff participation in diversity trainingStrategies for informing staff <strong>of</strong> diversity trainingBudget for CLAS training8. Communication SupportA. Translation services A. Translated materials availableTypes <strong>of</strong> translated materials availableTranslation methods utilizedEntities responsible for reviewing or approving translated materialsTranslated product development and reviewTargets for translation servicesMinimum threshold for translation servicesMethods for determining translation needsData sources utilized to determine translation needsClients for whom translated materials are availableClients informed <strong>of</strong> translated materialsBudget for translationPolicies governing written translationInternal communications regarding translation policyB. Interpretation services B. Interpretation services availableTypes <strong>of</strong> interpretation servicesCharacteristics <strong>of</strong> interpreters utilizedEntities responsible for reviewing or approving staffing andoperation <strong>of</strong> interpretation servicesMethods for determining interpretation service needsIdentified minimum threshold for interpretation servicesNumber <strong>of</strong> interpreters available for clientsClients for whom interpretation services are availableMedical interpreters on staffPoints <strong>of</strong> service where interpretation services are availableTargets for interpretation servicesInterpretation services operations reviewBudget for interpretation servicesPolicies governing interpretation servicesInternal communications regarding interpreter policyMethods used to inform clients <strong>of</strong> available interpretation servicesCOSMOS Corporation, December 2003 2-13
limited to the actual clinical encounter. Rather, these measures are meant to capturediverse clinical practices or services, such as alternative or complementary treatments, aswell as awareness, inclusion, or representations <strong>of</strong> cultural differences in the physicalenvironment, dietary options, religious facilities and services, etc. Therefore the term“<strong>Culturally</strong> Inclusive Health Care Environment and Practices” replaced the former (MCOsstudy) term for Domain 3 “Patient Care,” because it better represents what is actuallybeing assessed.2.3 MCOs STUDY INSTRUMENTS REVIEW AND REVISIONWith the refinement <strong>of</strong> the CLAS conceptual framework completed, the next taskwas to review survey questions and response options from the three CLAS in MCOsinstruments to determine the necessary modifications to be applicable to LPHAs. Theproject team and OMH staff held numerous meetings for this purpose. The review processinvolved close inspection <strong>of</strong> each question and its corresponding response options for allthree instrument components. The review <strong>of</strong> the instruments was guided by informationlearned about LPHA characteristics in the literature and from discussions held with PEPand PAG members.Throughout the deliberations at the advisory group meeting, members describedvarious characteristics <strong>of</strong> LPHAs which helped shape the instruments. PEP membersconveyed to the project team that there are diverse management structures which governLPHAs around the country, because states have the authority to organize their ownsystems <strong>of</strong> health care delivery. For instance, some states like New Mexico, have createdLPHA district <strong>of</strong>fices that report directly to the statewide health care system and not to thelocal board <strong>of</strong> health which, in other states, serves as an intermediary betweencommunities and the state. This variability in organizational structure also dictates howLPHAs are staffed. Some LPHAs follow state civil servant laws; some adopt local countyand city hiring procedures; and some hire contract staff. In addition, a LPHA’sorganization and structure shape its funding streams and how it provides training for staff.Advisory group members also discussed the variability in the types <strong>of</strong> individuals whomanage and lead LPHAs. Some LPHAs are headed by a politically appointed individualwho reports to the governor, and other LPHAs are headed by civil servants.LPHAs vary in their size as well. For instance, a LPHA that serves a county mayhave more funds available for staff training compared to a LPHA that serves a small city.As discussed earlier, LPHAs also vary in the types <strong>of</strong> services they provide. Servicesprovided by LPHAs depend on the block grants they currently hold. LPHAs that provideCLAS designate funds for those services from their operating budget, but are notmandated to provide those services by the local board <strong>of</strong> health. Together, these LPHACOSMOS Corporation, December 2003 2-14
- Page 1 and 2: Developing a Self-Assessment Toolfo
- Page 3 and 4: ContentsChaptersPage1. Introduction
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- Page 17 and 18: assess their own beliefs and have k
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- Page 31 and 32: local board of health. PEP and PAG
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- Page 35 and 36: References
- Page 37 and 38: Becker, M.H., and L.A. Maiman, “S
- Page 39 and 40: Frye, B., “Health Care Decision M
- Page 41 and 42: Marin, G., “Defining Culturally A
- Page 43 and 44: Perkins, Jane, “Overcoming Langua
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B. MANAGEMENT INFORMATION SYSTEMS (
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7. Please indicate, if you know, th
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1c. Please indicate for which categ
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6. Please indicate for which catego
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10. Which of the following topical
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17. Which of the following benefits
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4. Which of the following strategie
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Appendix EClient Services Questionn
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A. QUALITY MONITORING AND IMPROVEME
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6b.Which of the following community
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3. Please report or estimate what p
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3. Which of the following practices
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Oral Interpretation Services10. Whi
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16. At which of the following key e
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3. Which of the following kinds of
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Appendix FPilot Test Response Form
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RESPONDENT EVALUATIONOF THE QUESTIO
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Appendix GCLAS in MCOs Study Data C
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position, as titles will likely var
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complex and uncertain at the time t
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1. Incorporate a confirmation pre-c
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Exhibit 2DATA COLLECTION PROCESSSen