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EP01.005 Adapting and translating an ACP public education model for Chinese and South Asian communities through a provincial initiative in BC
  1. Pamela Martin1 and
  2. Eman Hassan1,2
  1. 1BC Centre for Palliative Care, New Westminster, Canada
  2. 2Division of Palliative Care, University of British Columbia, Vancouver, Canada


Background Since 2016, we have been partnering with community organisations to spread an evidence-based, community-led Advance Care Planning (ACP) education program across BC. Evaluation (2016–2018) demonstrated the feasibility, efficacy, and acceptability of the program for peer facilitators, community organizers, and public participants who are predominantly Caucasian, well-educated, and English-speaking. To address the low uptake of ACP resources in the Chinese or South Asian communities, the largest immigrant groups in BC, we culturally adapted and translated the program’s toolkit for people who speak Cantonese, Mandarin or Punjabi.

Methods Adaptation was completed by a working group comprising members with subject-matter experience, and public partners from the communities. The working groups used information gathered from an environmental scan, key informant interviews and focus groups and surveys with members of the communities. Toolkit components were translated and confirmed by bilingual Working Group members. The toolkit was subsequently adapted for online delivery during the pandemic.

Results Adaptation included changes to account for health literacy and general cultural sensitivity, use of more relevant stories, culturally accepted translation of key terms, and provision of translated sample scripts. All these resources were added to the toolkit materials. Key recommendations we identified include the following. Translators that have knowledge of the subject matter allowed for better translations than using generic translation services – for example, medical interpreters or bilingual clinicians. It is important to update photos/videos and stories to represent the target community to help people relate to the content. A review of developed/adapted materials with members of the target community is valuable.

Conclusion Cultural adaptation is feasible, and public and community representatives contribute greatly to the process. The specific adaptations and the adaptation process can be applied to other interventions, communities and jurisdictions.

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