Interpreting in Health Care Progress Made & Challenges Ahead

Interpreting in Health CareProgress Made & Challenges Ahead

Gem P. Daus, M.A.Executive Director, NCHIC

May 9, 2011PICC Language Access Conference

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National Council on Interpreting In Health Care

Working group discussions (1994-2000)

Agreement on Healthcare Interpreters’ Role (2000)

National Code of Ethics (2004)

National Standards of Practice (2005)

National Standards for Training (2011)

National Certification (2011)

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Building a Profession

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Building a Profession

2001-2010 Published 13 working papers

Open calls/Webinars:Mental Health InterpretingVicarious Trauma/Interpreter Self-CareBest PracticesCertificationState policies (March 18, 2011, 1:00 p.m. EST)

2004 National Code of Ethics for Interpreters in Health Care – guiding principles and values governing conduct; shoulds

2005National Standards of Practice for Interpreters in Health Care – what and how a competent interpreter does (accuracy, confidentiality, impartiality, respect, cultural awareness, role boundaries, professionalism, professional development, advocacy)

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Building a Profession

Example Objective

◦ To acknowledge the inherent dignity of all parties in the interpreted encounter

Code of Ethics◦ The interpreter treats all parties with respect.

Standards of Practice◦ The interpreter promotes direct communication among all

parties in the encounter. ◦ For example, the interpreter may tell the patient and provider

to address each other, rather than the interpreter.

Provide consistency in performance of role Make health care providers and interpreters aware of

the clinical and financial ramifications from using unqualified interpreters

Provide guidance when addressing ethical dilemmas during an interpreting encounter

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Code of EthicsStandards of Practice

2011National Standards for Healthcare Interpreter Training Programs

Collaborate with the Certification Commission for Healthcare Interpreters (CCHI) on a national certification http://www.healthcareinterpretercertification.org/

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Current Work

National Standards for Healthcare Interpreter Training Programs

Why Standards for Interpreter Training Programs?

Curriculum developers/trainers will know what content is essential and what methodologies are most effective.

Interpreters will know how to evaluate potential trainings.

Employers will know what to expect from interpreters who have completed different levels of training.

Steps to Developing National Standards for Training Conduct core research / literature review

Conduct Body-of-Knowledge / Interpreter Task Analysis

Form Advisory Committee

Draft standards (April 2010)

Solicit feedback (October –November 2010)

Revise (December 2010 –March 2011)

Copy edit and proofread (April 2011)

Publish and disseminate (May 2011)

Challenges

OR

After careful analysis, these are some of the reactions we expect to the Standards:

The Standards

I. Program of Study Content Standards

II. Instructional Methods Standards

III.Programmatic Standards

The Standards

I. Program of Study Content Standards

A. Knowledge

B. Interpreting Skills

Program of Study Content Standards

A. Knowledge:

A basic program of study exposes the student to the essential body of knowledge that serves as the context of the profession of healthcare interpreting.

Knowledge

A.1. The profession of healthcare interpreting:

A basic program of study provides the student with an introduction of healthcare interpreting as a profession.

Knowledge

A.2. Language and communication:

A basic program of study provides the student with an introduction to different aspects of language and communication dynamics as they impact interpreting.

Knowledge

A.3. Ethical principles and standards of practice:

A basic program of study provides the student with an introduction to ethics in the healthcare profession and the ethical principles and standards of practice of interpreter professional practice.

Knowledge

A.4 Health system:

A basic program of study provides the student with an introduction to  the key concepts, beliefs, and common terms relevant to the U.S. health care system.

Knowledge

A.5 Culture:

A basic program of study provides the student with an introduction to culture and its impact on health and health care.

Knowledge

A.6 Resources:

A basic program of study provides the student with knowledge of where to find and how to manage resources for further study for both knowledge and skill areas.

Program of Study Content Standards

B. Interpreting Skills:

A basic program of study provides the student with models of and opportunities for practice in the foundational skills of healthcare interpreting.

Interpreting Skills

B.1 Message conversion:

A basic program of study provides models of and opportunities for practice in converting messages accurately and completely from a source language to a target language, and includes the following components.

Interpreting Skills

B.2 Modes of interpreting:

A basic program of study provides the student with an understanding and demonstrations of the different modes of interpreting with a focus on the development of consecutive interpreting skills as the default mode used in healthcare interpreting.

Interpreting Skills

B.3 Interpreting Protocols:

A basic program of study provides the student with demonstrations of and practice in interpreting protocols based on an understanding of the rationale for these protocols and their appropriate use.

Interpreting Skills

B.4 Cultural competency / brokering:

A basic program of study provides the student with demonstrations and opportunities to develop cultural competency skills.

Interpreting Skills

B.5 Decision-making:

A basic program of study provides the student with opportunities to explore ethical and other professional dilemmas and situations.

Interpreting Skills

B.6 Translation in the interpreting context:

A basic program of study provides the student with basic skills in on-the-spot translation and transcription of simple oral and written instructions.

For more information,contact

The Standards, Training and Certification Committee

of the NCIHCstc@ncihc.org

gdaus@ncihc.org