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Introduction: Milk donation is allowed in Islam and considered a virtue, though according to Islam Sharia, feeding donated milk of other mothers leads to kinship between infants, complicating milk donation programs in Islamic countries. This study aimed to determine the knowledge and attitude of Iranian Muslim mothers regarding milk donation and milk banks. Methods: In this cross-sectional descriptive-analytic study, 634 mothers of infants below 1 year of age were recruited using cluster random sampling from health care centers in Tabriz, Iran. Data were collected by questionnaire. Results: The findings revealed a low level of knowledge but relatively positive attitudes. Knowledge predictors were education level, income, type of birth, breastfeeding experience, encouragement to donate milk, and hearing about milk donation ( p ≤ .02). Predictors of attitude were knowledge score and encouragement to donate milk ( p ≤ .001). Discussion: Comprehensive, culturally congruent education of mothers during pregnancy and post-pregnancy related to milk banks is recommended.

Background: In the United States, nonfederally funded safety-net clinics provide health care services to underserved populations, including patients with limited English proficiency. Unlike clinics that receive federal funding, which requires provision of qualified interpreters, these clinics are not required to provide such services. Objective: The aim of this study was to describe the types of language assistance services used by safety-net clinics and their approaches to medical interpreter training for volunteers and staff. Methods: A survey was administered by mail and email to nonfederally funded medical safety-net clinics identified from publicly available directories. The survey collected information on clinic characteristics, interpreter modalities used, and interpreter training and could be completed on paper or online. Results: Among 859 eligible clinics, 216 completed the survey (24% response rate). Few clinics reported timely access to professional interpreter services in-person (18.5%), by phone (23%), or by video (7%), while 80% of clinics used ad hoc family member or friend to interpret and 53% used ad hoc child to interpreter. Seventy-eight percent of clinics reported using bilingual staff, providers, and/or volunteers. Staff/volunteer training was provided by 22 clinics (11%). Conclusion: Most safety-net clinics relied upon ad hoc interpreters, contrary to best practices. Use of ad hoc interpreters can lead to errors in interpretation, contributing to inequities in quality of health care services. Future efforts should identify economical strategies to improve access to qualified interpreter services at nonfederally funded safety-net clinics.

Objective: This pilot study examined an innovative strategy for an RN to BSN online program, specifically focused on the required asynchronous discussion forums. The aim of the study was to compare RN to BSN students’ communication satisfaction with audio-video discussion responses versus the traditional text-based responses.Methods: Utilizing a pretest-posttest design, RN to BSN student’s communication satisfaction with traditional text-based discussion responses was measured using a 5-point Likert scale survey at the end of fall semester. Audio-video responses were the required discussion response format during the subsequent spring semester. Students’ communication satisfaction with asynchronous audio-video discussion responses was measured at the end of the spring semester. Paired t-tests and descriptive statistics were conducted.Results: Students satisfaction significantly increased with audio-video discussion responses for the extent communication was positive, accurate and free flowing. There were no statistically significant differences in students’ satisfaction between text and audio-video format related to the extent communication motivated them to meet course goals and identify with the discussion, or with the extent instructors offered guidance and were open to ideas and attention to content.Conclusions: Although limited by a small sample size and low power (N = 16 pre-test, N = 17 post-test) the findings of this study may be of interest to online nurse educators who are seeking innovative strategies to improve student satisfaction within asynchronous discussion forums. With further research, the use of audio-video discussion responses may provide an alternative to the traditional text-based responses related to communication satisfaction.

Medical interpreters play a vital role in fostering understanding and ensuring safety and transparency in healthcare for patients with non-English language preference. Limited research describes work-related experiences of medical interpreters. The purpose of this research was to explore perceptions of occupational health and safety among medical interpreters. A structured, online survey was administered to all certified medical interpreters in Hawaii, New York, New Jersey, California, and Texas. Participants described occupational experiences as an interpreter via an open-ended question. Responses were coded using qualitative thematic analysis. Response text was reviewed, a codebook of descriptive themes developed, and data thematically coded and summarized. Of 981 potential participants, 199 responded (20.3% response rate). Four main themes were identified: Professionalism and Role, Work-Related Challenges, Approaches to Mitigate Vicarious Trauma, and The Rewarding Nature of the Job. Respondents described compassion fatigue, vicarious trauma, intentional emotional distancing from clients, and loneliness. Respondents identified needs for workplace support to ensure professionalism and safeguard interpreter safety. Medical interpreters appreciate their work, yet face challenges, including compassion fatigue and vicarious trauma. Employers and healthcare institutions should support the occupational and emotional needs of medical interpreters as a vital member of the healthcare team.