|  | Data source | ||||||
---|---|---|---|---|---|---|---|---|
Variable | Definition | Pro Svy | Pro Int | Pt Svy | Pt Int | Video | EMR | Admin |
Implementation and effectiveness outcomes | ||||||||
 Interpreter use (primary outcome) | Dichotomous variable per non-English language patient visit, constructed by matching professional interpreter vendor invoices to clinic visits with enrolled providers; calculated overall and as assigned (e.g., mobile video interpreting for assigned providers) [27, 46, 57] |  |  |  |  |  |  |  X |
 Patient/parent comprehension | Dichotomous variable coded as yes vs no or unclear, based on 2 blinded coders evaluating concordance between patient-reported and provider-documented diagnosis, against the standard of whether a follow-up provider would know the diagnosis based on the patient-reported information [46, 70] |  |  |  X |  |  |  X |  |
Patient factors | ||||||||
 Patient/parent health literacy | Confidence in filling out medical forms, with options from extremely confident (0) to not at all confident (4); scores ≥ 2 considered low health literacy [71,72,73] |  |  |  X |  |  |  |  |
 Visit type | Annual/wellness exam, acute visit, or chronic condition follow-up |  |  |  |  |  |  X | X |
 Patient demographics | -Insurance: None/public insurance, private insurance -Race/ethnicity: American Indian or Alaska Native, Asian, Black, Hispanic, Native Hawaiian or Pacific Islander, multiracial/other, White, prefer to self-describe -Sex: Male, female, or self-describe -Age: Continuous variable |  |  |  X |  |  |  |  X |
 Respondent demographics (patient or parent) | -English proficiency: Very well, well, not well, not at all -Education: < high school, high school graduate, > high school -Respondent relationship to patient: Self, mother, father, other guardian |  |  |  X |  |  |  |  |
Provider and clinic barriers, organized by Theoretical Domain Framework and COM-B categories [37] | ||||||||
Capability—psychological | ||||||||
 Conceptual knowledge | Importance of communication and interpreter use, via TDF questionnaire [74] and interview |  X |  X |  |  |  |  |  |
 Technical knowledge | How to access and use an interpreter effectively, via TDF questionnaire [74], interview, and coded provider behaviors on video recording |  X |  X |  |  |  X |  |  |
 Attention and decisions | Cognitive overload, via interview |  |  X |  |  |  |  |  |
Capability—physical | ||||||||
 Provider skills | Skills to access interpreter and communicate effectively, via TDF questionnaire [74], interview, and coded provider behaviors on video recording |  X |  X |  |  |  X |  |  |
Motivation—reflective | ||||||||
 Beliefs about capabilities | Confidence in ability to access and communicate via interpreter, via TDF questionnaire [74] and interview |  X |  X |  |  |  |  |  |
 Beliefs about consequences | Belief that interpreter use is important; expected barriers, delays, difficulties; expected quality of communication and interpretation; via TDF questionnaire [74] and interview |  X |  X |  |  |  |  |  |
 Goals and intentions | Intention to use interpreter via TDF questionnaire [74] and interview and engagement with assigned strategy, measured by mobile video interpreting use and module completion |  X | X |  |  |  |  |  X |
Motivation—automatic | ||||||||
 Professional identity | Sense of professional duty to use interpretation, via TDF questionnaire [74] |  X |  |  |  |  |  |  |
 Reinforcement | Provider-reported satisfaction and communication quality via interview; patient-reported satisfaction with communication and interpretation, via survey (the Consumer Assessment of Healthcare Providers and Systems (CAHPS) communication composite [75,76,77,78] and the interpreter satisfaction questionnaire[79]) and interview |  |  X |  X |  X |  |  |  |
Opportunity—social | ||||||||
 Social influences | Group and leadership norms, via TDF questionnaire [74], Organizational Readiness for Implementing Change (ORIC) questionnaire [80], the Implementation Leadership Scale (ILS) [81], and interview |  X |  X |  |  |  |  |  |
Opportunity—physical | ||||||||
 Environmental context and resources | Time constraints, types of interpretation available, difficulty in accessing available interpreter types, wireless infrastructure, and clinic process to identify LEP patients, via TDF questionnaire [74], interview, and coded provider behaviors on video recording |  X |  X |  |  |  X |  |  |