Table 3.

Excerpts From Theme 2: Need for Encouragement in Advocating for Loved Ones in the Clinician's Office

Sub-theme	Representative quote
2A) Generational differences of advocacy	Provider_WA_6: It is working with a young generation because the old generation, they are just not open to ask questions. But yeah. It's easy with a younger generation for me to work with
2A) Generational differences of advocacy	Provider_WA_6: In the past, everybody [cares] for their loved ones, even sometimes it's really challenging. But in the new generation that I'm working with, they are more open to just find different [options] of provide care even [if] not at home. So they are more open to accept resources than the old generation
2A) Generational differences of advocacy	Provider_WA_13: And we understand that culturally, we don't question authority, that they have the right to be able to ask questions, especially if things are not clear to our patients. And that's a message that I tend to give our families, that if you don't understand something, please ask the nurse, ask the provider
2A) Generational differences of advocacy	Provider_CA_PRO13: And people who have lower literacy levels tend to be lower education and particularly in minority cultures, there's a lot more hesitation and questioning medical authorities so people will just say, “Yes, yes, yes,” because they want to be seen as compliant or [a] good patient and don't want to—they're afraid that if they ask too many questions the provider will get upset or they will appear stupid, or whatever. And so they don't ask questions and they just accept what's said to them
2B) Understanding of next steps outside the clinician office	Provider_WA_13: And so the doctor may be prescribing something, they may be telling them why they're prescribing it, and family members will not question that. And so I have seen through my experience that I'll be like, “Oh, they've prescribed this. Well, what is this medication for?"
2C) Time spent on patient education	Provider_WA_13: And so one is not [understanding] the importance medication, not picking them up, and not understanding that there's resources to available to address those challenges
2C) Time spent on patient education	Provider_WA_13: …[P]roviders have a limited amount of time with patients. And again, it's educating our patients that they should be ready when they meet with the provider, have their list of questions, let the provider know that they don't have access to health insurance, letting them know that they didn't pick up the medication
2C) Time spent on patient education	Caregiver_CA_CG10: Q: And information about medicines, who gives that information? The doctors, the nurses, that of the pharmacy? Who gives that information? A: Oh, doctors Q: And, are you attentive of side effects that medicine has? That is, do you have to be in care about things like that or not? A: Yes, yes, because the specialist explains to me, he tells me, - even, the last time I was in the appointment, he told me that the pill he has to relax when he alters the …”
2D) Case of clinician nonreceptiveness to patient concerns	Caregiver_CA_CG3: “We're going to go have surgery on your knee.” And I'm like, “But wait, she could walk. She was walking yesterday?” He's like, “No, no,” and he's like took over—
2E) Example of advocacy in the clinician office	Caregiver_CA_CG6: A: Yes. And the other thing is we attend a support group. We go as a family, and sometimes we share information about the medications. Because sometimes it happens that some other patients going through a [similar] time… So we share information and then we talk to the doctor about this person that had this situation with their family member and see if the doctor wants to give the same medication as another person. We discuss the situation. Yes Q: Oh, I see. You're making suggestions to the doctor, also? A: Yes, pretty much Q: From the support group. Oh okay, okay A: Yes