After stabilising a five-year-old Hispanic female from Mexico diagnosed with type 1 diabetes mellitus, insulin therapy was switched to subcutaneous injections and diabetes education was started. A certified interpreter was called into the hospital since the mother did not speak English. The mother was observed to communicate with Spanish language using brief sentences and simple positive or negative answers. The mother did not seem to understand the details of calculating insulin doses or giving injections. She could not demonstrate back any diabetes management skills that she had been taught by the diabetes educator. The process was repeated at a slower pace, but both the diabetes educator nurse and the certified interpreter noticed the lack of the mother's understanding. We assumed that being from Mexico and being able to reply in Spanish, she spoke that language and was intellectually limited. Social work was asked to evaluate the situation and the father was called for help. He started communicating with the mother using a different dialect. He said that the mother does not speak ‘regular Spanish language’, but she speaks Nahuatl which is a language of ancient Aztec cultures that is still being used in central Mexico. The diabetes education was restarted from English to Spanish (to the father), and from Spanish to Nahuatl (to the mother) with the help of the father. The parents were able to master diabetes management skills very well and the family was discharged home. Language barriers can be a major obstacle in chronic medical care. It is always important to ask about the types and subtypes of languages spoken at home by the adults who will be providing the medical care to the child, and to do this gently as many people who best understand a language or dialect considered inferior in their home culture will be reluctant to admit their performance. It is also helpful to probe in a non-invasive way about the literacy of the parents and their ability to use mathematics to calculate insulin doses. It is not surprising that overcoming language barriers between the medical health care professional and patients (and their families) can be an effective way to improve the metabolic control of type 1 diabetes in children.1 European studies that have examined ethnic differences in children with type 1 diabetes found out that non-Western children were more likely to be sicker due to late diagnosis when compared to Western children.2 Immigrant children tend to have significantly poorer metabolic control compared with Western patients.3 Other European studies considered immigrant status as a risk factor for developing microalbuminuria as one of diabetic complications.4 Ethnic, linguistic, socio-economic, educational, cultural and legal aspects may each become a barrier that can interfere with access and utilisation of diabetes care. Therefore, children with type 1 diabetes from ethnic minorities need a tailored medical support team that can deal with such potential barriers.5 Type 1 diabetes is a life-long diagnosis; therefore, communication problems should be recognised and addressed as early as possible by trying to develop adapted educational materials and guidelines.6 Culturally competent diabetes care interventions can definitely improve diabetes-related outcomes in ethnic minority groups.7
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