Sop for-teacher-education-colleges-04-03-2020Thanavathi C
The document provides standard operating procedures for data validation and verification for teacher education colleges undergoing NAAC accreditation. It outlines general guidelines for submitting documents through the NAAC portal, including size limits, website links, and formatting. It also specifies that documents must be in English if originally in a regional language. Metrics and their required supporting documents are listed. Instructions are given to ensure data accuracy and consistency between application information and clarification responses.
1. The document discusses various approaches to evaluating the success of a quality management system (QMS) in a hospital, including internal statistical analysis of performance indicators, external audits and accreditation, medical audits, nursing audits, equipment audits, and patient satisfaction surveys.
2. Key metrics for internal statistical evaluation include operational data like patient volumes, financial performance, and staff turnover. External evaluations involve inspections and accreditation from organizations like the ISO and Joint Commission International.
3. Regular patient satisfaction surveys provide direct feedback from patients and are considered the most effective evaluation approach.
NABH ACCREDITATION: Choosing the right hospital-Mahboob ali khan MHA, CPHQ, P...Healthcare consultant
There are a number of hospitals in India that offer a multitude of medical services. In a medical emergency, the nearest hospital is chosen. However, when there is time to choose a hospital, how should one choose?
The National Accreditation Board for Hospitals & Healthcare Providers (NABH) was established to operate an accreditation program for healthcare organizations in India. NABH aims to accredit healthcare facilities, promote quality through various initiatives, provide education and training on quality and patient safety, and recognize quality healthcare courses. Accreditation benefits facilities by providing high quality care, patient safety, staff satisfaction, and an objective system for insurance empanelment. NABH standards are organized into 10 chapters covering patient-centric and organization-centric functions like access to care, infection control, management responsibilities, and human resource management. The human resource management standards address processes for staff planning, orientation, training, performance evaluation, credentialing
The document outlines codes of ethics for interpreters in judicial and healthcare settings. It discusses 8 canons for judicial interpreters focusing on accuracy, impartiality, confidentiality, limitations of practice, protocol, skills maintenance, credentials and impediments. For healthcare interpreters, it outlines 3 core values of beneficence, fidelity and respect for culture, and 9 ethical principles including confidentiality, accuracy, impartiality, professional role boundaries, cultural awareness, respect, advocacy and professional development.
This document summarizes the progress made in healthcare interpreting standards and training from 2001-2011 and outlines challenges going forward. It discusses the development of the National Code of Ethics for Interpreters in Health Care (2004) and the National Standards of Practice for Interpreters in Health Care (2005) to provide consistency and guidance. The document then outlines the development of the National Standards for Healthcare Interpreter Training Programs, which provide standards for curriculum content (knowledge and interpreting skills) and interpreting protocols. It acknowledges challenges in implementation but hopes the Standards will provide guidance to interpreters, employers and training programs.
The document outlines 4 occupational therapy competency standards for Australian occupational therapists:
1. Professionalism - Practicing ethically, safely, and accountably while considering clients and their environments.
2. Knowledge and learning - Using relevant evidence and theory to inform practice, and engaging in ongoing professional development.
3. Occupational therapy process and practice - Using a client-centered approach that acknowledges the relationship between occupation and health.
4. Communication - Communicating openly and appropriately with clients and others to maximize client outcomes.
Sop for-teacher-education-colleges-04-03-2020Thanavathi C
The document provides standard operating procedures for data validation and verification for teacher education colleges undergoing NAAC accreditation. It outlines general guidelines for submitting documents through the NAAC portal, including size limits, website links, and formatting. It also specifies that documents must be in English if originally in a regional language. Metrics and their required supporting documents are listed. Instructions are given to ensure data accuracy and consistency between application information and clarification responses.
1. The document discusses various approaches to evaluating the success of a quality management system (QMS) in a hospital, including internal statistical analysis of performance indicators, external audits and accreditation, medical audits, nursing audits, equipment audits, and patient satisfaction surveys.
2. Key metrics for internal statistical evaluation include operational data like patient volumes, financial performance, and staff turnover. External evaluations involve inspections and accreditation from organizations like the ISO and Joint Commission International.
3. Regular patient satisfaction surveys provide direct feedback from patients and are considered the most effective evaluation approach.
NABH ACCREDITATION: Choosing the right hospital-Mahboob ali khan MHA, CPHQ, P...Healthcare consultant
There are a number of hospitals in India that offer a multitude of medical services. In a medical emergency, the nearest hospital is chosen. However, when there is time to choose a hospital, how should one choose?
The National Accreditation Board for Hospitals & Healthcare Providers (NABH) was established to operate an accreditation program for healthcare organizations in India. NABH aims to accredit healthcare facilities, promote quality through various initiatives, provide education and training on quality and patient safety, and recognize quality healthcare courses. Accreditation benefits facilities by providing high quality care, patient safety, staff satisfaction, and an objective system for insurance empanelment. NABH standards are organized into 10 chapters covering patient-centric and organization-centric functions like access to care, infection control, management responsibilities, and human resource management. The human resource management standards address processes for staff planning, orientation, training, performance evaluation, credentialing
The document outlines codes of ethics for interpreters in judicial and healthcare settings. It discusses 8 canons for judicial interpreters focusing on accuracy, impartiality, confidentiality, limitations of practice, protocol, skills maintenance, credentials and impediments. For healthcare interpreters, it outlines 3 core values of beneficence, fidelity and respect for culture, and 9 ethical principles including confidentiality, accuracy, impartiality, professional role boundaries, cultural awareness, respect, advocacy and professional development.
This document summarizes the progress made in healthcare interpreting standards and training from 2001-2011 and outlines challenges going forward. It discusses the development of the National Code of Ethics for Interpreters in Health Care (2004) and the National Standards of Practice for Interpreters in Health Care (2005) to provide consistency and guidance. The document then outlines the development of the National Standards for Healthcare Interpreter Training Programs, which provide standards for curriculum content (knowledge and interpreting skills) and interpreting protocols. It acknowledges challenges in implementation but hopes the Standards will provide guidance to interpreters, employers and training programs.
The document outlines 4 occupational therapy competency standards for Australian occupational therapists:
1. Professionalism - Practicing ethically, safely, and accountably while considering clients and their environments.
2. Knowledge and learning - Using relevant evidence and theory to inform practice, and engaging in ongoing professional development.
3. Occupational therapy process and practice - Using a client-centered approach that acknowledges the relationship between occupation and health.
4. Communication - Communicating openly and appropriately with clients and others to maximize client outcomes.
Public relations in healthcare involves managing relationships and reputation. Public relations officers act as a liaison between an organization and its internal and external stakeholders. They communicate key messages to influence opinion and behavior while maintaining credibility and objectivity. Effective public relations requires understanding different audiences, channels of communication, and addressing questions about goals, environment, key audiences, and strategies. The role requires balancing representation of the organization while maintaining independence. Managing relationships, communication, and reputation are central to public relations and patient satisfaction in healthcare.
This document outlines the key topics in dental ethics including:
- The meaning and importance of ethics, professionalism, and making ethical decisions in dentistry.
- Guidelines for ethical dental practice including responsibilities to patients and maintaining professional competence.
- The goals and functions of ethics committees in reviewing ethical issues.
- Concepts in dental jurisprudence including negligence, malpractice, and regulations governing licensed dental professionals.
- Factors considered in ethical treatment including obtaining consent and managing situations where treatment quality may need to be compromised.
The document outlines the International Council of Nurses (ICN) Code of Ethics, which provides ethical guidance for nurses. It discusses four main sections - Nurses and Patients/People Requiring Care, Nurses and Practice, Nurses and the Profession, and Nurses and Global Health. Each section contains a number of points that define ethical nursing responsibilities in those areas. For example, section one emphasizes person-centered care and maintaining patient dignity, while section two stresses nurse accountability and maintaining competence through continuous learning. The full code aims to establish standards and accountability for ethical nursing practice globally.
The document describes an interpreting service that provides linguistic services including transcription, translation and interpreting in over 200 languages 24/7. The service uses a pool of native speaker interpreters who are trained and certified by accredited organizations. Managers in the company are experienced linguists who provide regular training to interpreters. The service is a top choice for healthcare institutions in the DC metro area.
The document describes an interpreting service that provides linguistic services including transcription, translation and interpreting in over 200 languages 24/7. The service uses native speaker interpreters who are trained and certified by their agency as well as other accredited organizations. They have experience in healthcare settings and are a top choice for hospitals in the DC metro area.
The document provides information on ethics and code of ethics for nurses. It begins with definitions of ethics, code of ethics, and nursing ethics. It then discusses the need for and principles of a code of ethics, including autonomy, justice, fidelity, veracity, beneficence, and maleficence. The document outlines the International Code of Nursing Ethics and its provisions. It also discusses codes of professional conduct, autonomy, accountability, assertiveness, and legal considerations in nursing.
This document outlines ethics codes and guidelines for guidance counselors. It discusses key ethical concepts like informed consent, confidentiality, privileged communication, and dual relationships. It provides steps for making ethical decisions and minimizing risks of multiple relationships. The document also outlines general ethical principles counselors should follow in their relationships with clients, the community, colleagues, and in research/publications. Counselors who violate the ethics code outlined here may face administrative penalties.
DIETETICNUTRITIONAL CODE OF ETHICS1. The dietetics practitionLinaCovington707
The document outlines a code of ethics for dietetics practitioners, requiring them to act with honesty, integrity and fairness; protect clients and the public; and consider health, safety and welfare above all else. It also specifies requirements around continuing education, operating within legal bounds, avoiding conflicts of interest, maintaining confidentiality, and providing evidence-based, unbiased information and care. Adherence to this code is meant to ensure dietetics practitioners uphold high professional standards and prioritize client well-being.
This document outlines the objectives and content for a nursing course on professionalism, professional values and ethics. It discusses the definition of a profession and characteristics of professionalism. It describes nursing as a profession according to various criteria. It also covers professionalism, codes of ethics, regulatory bodies, and professional organizations related to nursing. The objectives focus on maintaining professional standards and ethical conduct in nursing practice.
The document outlines the various roles and responsibilities of an Indian Medical Graduate, including acting as a clinician who provides compassionate healthcare, a leader within the healthcare system, an effective communicator, a lifelong learner, and a professional committed to excellence, ethics, and accountability. It describes the essential knowledge, skills, and abilities expected of doctors in clinical practice, team leadership, communication, continuous learning, and upholding professional standards of conduct.
This document outlines ethics guidelines for dentistry as presented by Dr. S M Sivaraman. It begins by defining ethics and differentiating between personal, business, and legal ethics. It then discusses principles of ethics like maintaining patient welfare and autonomy. The document details the code of ethics established by the Indian Dental Association, including duties to patients like maintaining confidentiality and competency. It concludes by describing unethical practices and the responsibilities of dentists to the public, other professionals, and each other.
This document discusses laws, ethics, and codes of ethics as they relate to nursing. It provides definitions of key terms like ethics, ethical theories, and codes of ethics. It also summarizes several nursing codes of ethics including the International Council of Nurses code, the American Nurses Association code, and the Canadian Nurses Association code. The codes of ethics outline nurses' responsibilities to patients, practice, society, and other professionals.
Islamic and modern medical codes of ethics emphasize compassionate, competent and confidential care for all patients. Physicians must respect patient autonomy, maintain professionalism, and continue learning and advocacy. Community health is also an important responsibility through education, reporting diseases, and participating in health system development. Both rights and duties of physicians aim to optimize medical practice and serve society.
This document discusses the development of the National Code of Ethics for Interpreters in Health Care. It provides an overview of the National Council on Interpreting in Health Care (NCIHC), which led the process. A multi-step process was used that included reviewing existing codes of ethics, creating draft principles, conducting focus groups for feedback, revising the draft, surveying interpreters nationally, and finalizing the code. The code consists of 9 principles focused on accuracy, confidentiality, impartiality, professionalism and advocacy. Case studies are used to demonstrate how the principles apply in practice.
Position Statement competency standards for the registered nurse.docxwrite5
This document discusses the national competency standards for registered nurses in Australia. It provides an overview of the history and purpose of the standards, as well as describing the domains and competencies that make up the standards. The standards are used to assess nurses' competence and are organized into four domains: professional practice, critical thinking and analysis, provision and coordination of care, and collaborative and therapeutic practice. Each domain contains several competencies that outline the expectations for registered nurses.
This document discusses ethics and patient care standards for nursing. It begins by defining ethics and describing codes of ethics. It then discusses the need for nursing ethics according to the International Council of Nurses' code of ethics. The code has four principles: nurses and people, nurses and practice, nurses and profession, and nurses and coworkers. It provides examples of how these principles can guide managers, educators, and associations. Next, it discusses applying ethics to improve patient care through prioritizing people, practicing effectively, preserving safety, and promoting professionalism and trust. Finally, it discusses standards of nursing practice, the American Nurses Association model of practice, and tips for improving patient satisfaction from the nurses' perspective.
Code of Ethics, Code of professional conduct, Legal aspects in Nursing .pptxRenjini R
This document discusses ethical and legal issues in nursing. It defines ethics as customs or guiding beliefs that govern conduct. Nursing ethics provides standards for professional behavior in relation to patients, fellow nurses, healthcare teams, and communities. The document outlines several key ethical principles including autonomy, beneficence, non-maleficence, justice, confidentiality, accountability, veracity, and fidelity. It also discusses legal standards and responsibilities for nurses, international and national codes of nursing ethics, and some common ethical issues nurses may face in practice areas like staffing, patient decisions, and inappropriate tasks.
This document discusses ethics and jurisprudence in dentistry. It begins with an introduction to ethics, including definitions of ethics. It then covers the history of ethics from ancient philosophers to modern times. Key concepts in dental ethics are discussed such as codes of ethics, the Hippocratic Oath, and principles of ethics including patient autonomy, non-maleficence, beneficence, justice, veracity, and confidentiality. Ethical rules for dentists are outlined regarding duties to patients, colleagues, and the public. The document also discusses jurisprudence, risk management, and dental laws.
Australia has one of the most affordable, accessible and comprehensive healthcare systems in the world. The Commonwealth Department of Health and Ageing promotes good health and ensure all Australians have access to key health and family services
Interpreting for Well Visits_ELobo.pptxEliana Lobo
This webinar is a two-hour workshop, covering interpreting for check-ups and well visits in the following areas of specialization: Adult Medicine and Pediatrics, often referred to as Family Medicine, and the Dental Clinic. Topics one can expect to cover in each clinic; how to prepare in advance (terminology and concepts related to development, metrics and measurements); proper protocols before, during and after the examination will be reviewed. Resources, recommendations and best practices for interpreting in these settings will be shared.
Standards of Practice related to sight translation and assisting patients with forms will be looked at carefully. You will learn about a tool for quickly assessing sight translation requests (that is, weeding out requests that are appropriate from those that are not, along with practical suggestions for handling these requests. Best practice recommendations for navigating privacy issues when assisting patients with paperwork will be shared, as well as how to handle the entering of personal information on forms. The importance of the Pre-Session will be reviewed.
Most of this presentation is devoted into delving into what distinguishes annual check-ups for both men vs women, adult vs an infant or child, and for dental appointments. What one can expect will take place during these types of well visits will be explained. With the changes brought about by the implementation of Section 1557, more and more dental practices are scheduling interpreters for their patients. A review of practices for preventative (annual check-ups) and corrective (orthodontia) dental care will be reviewed.
This session also covers best practice for assisting patients with intake and return visit paperwork, and NCIHC recommendations for what qualifies for sight translation, and what types of documents need to be professionally translated.
There will be two breakout room sessions to practice delivering a brief, yet complete pre-session, and how to ask for repetitions and clarifications in a professional manner. Methods (formulas) and phone apps for converting from imperial to metric measures will be shared. Mathematical concepts such as median, mean, average, percentage and percentile, will be discussed in order to help attendees grasp the concepts clearly, so as to find equivalents for their language pair.
Free links to reputable resources for glossaries, terminology, patient education material and standards of practice will be provided.
What You Need to Succeed in VRI from Home - for NAETISL Jun 16 2022_ELobo.pptxEliana Lobo
The document announces the 2nd Annual Virtual Conference of the National Association of Educational Translators and Interpreters of Spoken Languages (NAETISL) to take place from June 16-18, 2022. NAETISL is a 501(c)(3) nonprofit organization established in 2019 to strengthen family engagement in education by connecting emergent bilingual families and schools with research-based information about language access. The organization's mission is to establish standards for educational translators and interpreters to enhance student achievement and home-school connections.
Public relations in healthcare involves managing relationships and reputation. Public relations officers act as a liaison between an organization and its internal and external stakeholders. They communicate key messages to influence opinion and behavior while maintaining credibility and objectivity. Effective public relations requires understanding different audiences, channels of communication, and addressing questions about goals, environment, key audiences, and strategies. The role requires balancing representation of the organization while maintaining independence. Managing relationships, communication, and reputation are central to public relations and patient satisfaction in healthcare.
This document outlines the key topics in dental ethics including:
- The meaning and importance of ethics, professionalism, and making ethical decisions in dentistry.
- Guidelines for ethical dental practice including responsibilities to patients and maintaining professional competence.
- The goals and functions of ethics committees in reviewing ethical issues.
- Concepts in dental jurisprudence including negligence, malpractice, and regulations governing licensed dental professionals.
- Factors considered in ethical treatment including obtaining consent and managing situations where treatment quality may need to be compromised.
The document outlines the International Council of Nurses (ICN) Code of Ethics, which provides ethical guidance for nurses. It discusses four main sections - Nurses and Patients/People Requiring Care, Nurses and Practice, Nurses and the Profession, and Nurses and Global Health. Each section contains a number of points that define ethical nursing responsibilities in those areas. For example, section one emphasizes person-centered care and maintaining patient dignity, while section two stresses nurse accountability and maintaining competence through continuous learning. The full code aims to establish standards and accountability for ethical nursing practice globally.
The document describes an interpreting service that provides linguistic services including transcription, translation and interpreting in over 200 languages 24/7. The service uses a pool of native speaker interpreters who are trained and certified by accredited organizations. Managers in the company are experienced linguists who provide regular training to interpreters. The service is a top choice for healthcare institutions in the DC metro area.
The document describes an interpreting service that provides linguistic services including transcription, translation and interpreting in over 200 languages 24/7. The service uses native speaker interpreters who are trained and certified by their agency as well as other accredited organizations. They have experience in healthcare settings and are a top choice for hospitals in the DC metro area.
The document provides information on ethics and code of ethics for nurses. It begins with definitions of ethics, code of ethics, and nursing ethics. It then discusses the need for and principles of a code of ethics, including autonomy, justice, fidelity, veracity, beneficence, and maleficence. The document outlines the International Code of Nursing Ethics and its provisions. It also discusses codes of professional conduct, autonomy, accountability, assertiveness, and legal considerations in nursing.
This document outlines ethics codes and guidelines for guidance counselors. It discusses key ethical concepts like informed consent, confidentiality, privileged communication, and dual relationships. It provides steps for making ethical decisions and minimizing risks of multiple relationships. The document also outlines general ethical principles counselors should follow in their relationships with clients, the community, colleagues, and in research/publications. Counselors who violate the ethics code outlined here may face administrative penalties.
DIETETICNUTRITIONAL CODE OF ETHICS1. The dietetics practitionLinaCovington707
The document outlines a code of ethics for dietetics practitioners, requiring them to act with honesty, integrity and fairness; protect clients and the public; and consider health, safety and welfare above all else. It also specifies requirements around continuing education, operating within legal bounds, avoiding conflicts of interest, maintaining confidentiality, and providing evidence-based, unbiased information and care. Adherence to this code is meant to ensure dietetics practitioners uphold high professional standards and prioritize client well-being.
This document outlines the objectives and content for a nursing course on professionalism, professional values and ethics. It discusses the definition of a profession and characteristics of professionalism. It describes nursing as a profession according to various criteria. It also covers professionalism, codes of ethics, regulatory bodies, and professional organizations related to nursing. The objectives focus on maintaining professional standards and ethical conduct in nursing practice.
The document outlines the various roles and responsibilities of an Indian Medical Graduate, including acting as a clinician who provides compassionate healthcare, a leader within the healthcare system, an effective communicator, a lifelong learner, and a professional committed to excellence, ethics, and accountability. It describes the essential knowledge, skills, and abilities expected of doctors in clinical practice, team leadership, communication, continuous learning, and upholding professional standards of conduct.
This document outlines ethics guidelines for dentistry as presented by Dr. S M Sivaraman. It begins by defining ethics and differentiating between personal, business, and legal ethics. It then discusses principles of ethics like maintaining patient welfare and autonomy. The document details the code of ethics established by the Indian Dental Association, including duties to patients like maintaining confidentiality and competency. It concludes by describing unethical practices and the responsibilities of dentists to the public, other professionals, and each other.
This document discusses laws, ethics, and codes of ethics as they relate to nursing. It provides definitions of key terms like ethics, ethical theories, and codes of ethics. It also summarizes several nursing codes of ethics including the International Council of Nurses code, the American Nurses Association code, and the Canadian Nurses Association code. The codes of ethics outline nurses' responsibilities to patients, practice, society, and other professionals.
Islamic and modern medical codes of ethics emphasize compassionate, competent and confidential care for all patients. Physicians must respect patient autonomy, maintain professionalism, and continue learning and advocacy. Community health is also an important responsibility through education, reporting diseases, and participating in health system development. Both rights and duties of physicians aim to optimize medical practice and serve society.
This document discusses the development of the National Code of Ethics for Interpreters in Health Care. It provides an overview of the National Council on Interpreting in Health Care (NCIHC), which led the process. A multi-step process was used that included reviewing existing codes of ethics, creating draft principles, conducting focus groups for feedback, revising the draft, surveying interpreters nationally, and finalizing the code. The code consists of 9 principles focused on accuracy, confidentiality, impartiality, professionalism and advocacy. Case studies are used to demonstrate how the principles apply in practice.
Position Statement competency standards for the registered nurse.docxwrite5
This document discusses the national competency standards for registered nurses in Australia. It provides an overview of the history and purpose of the standards, as well as describing the domains and competencies that make up the standards. The standards are used to assess nurses' competence and are organized into four domains: professional practice, critical thinking and analysis, provision and coordination of care, and collaborative and therapeutic practice. Each domain contains several competencies that outline the expectations for registered nurses.
This document discusses ethics and patient care standards for nursing. It begins by defining ethics and describing codes of ethics. It then discusses the need for nursing ethics according to the International Council of Nurses' code of ethics. The code has four principles: nurses and people, nurses and practice, nurses and profession, and nurses and coworkers. It provides examples of how these principles can guide managers, educators, and associations. Next, it discusses applying ethics to improve patient care through prioritizing people, practicing effectively, preserving safety, and promoting professionalism and trust. Finally, it discusses standards of nursing practice, the American Nurses Association model of practice, and tips for improving patient satisfaction from the nurses' perspective.
Code of Ethics, Code of professional conduct, Legal aspects in Nursing .pptxRenjini R
This document discusses ethical and legal issues in nursing. It defines ethics as customs or guiding beliefs that govern conduct. Nursing ethics provides standards for professional behavior in relation to patients, fellow nurses, healthcare teams, and communities. The document outlines several key ethical principles including autonomy, beneficence, non-maleficence, justice, confidentiality, accountability, veracity, and fidelity. It also discusses legal standards and responsibilities for nurses, international and national codes of nursing ethics, and some common ethical issues nurses may face in practice areas like staffing, patient decisions, and inappropriate tasks.
This document discusses ethics and jurisprudence in dentistry. It begins with an introduction to ethics, including definitions of ethics. It then covers the history of ethics from ancient philosophers to modern times. Key concepts in dental ethics are discussed such as codes of ethics, the Hippocratic Oath, and principles of ethics including patient autonomy, non-maleficence, beneficence, justice, veracity, and confidentiality. Ethical rules for dentists are outlined regarding duties to patients, colleagues, and the public. The document also discusses jurisprudence, risk management, and dental laws.
Australia has one of the most affordable, accessible and comprehensive healthcare systems in the world. The Commonwealth Department of Health and Ageing promotes good health and ensure all Australians have access to key health and family services
Interpreting for Well Visits_ELobo.pptxEliana Lobo
This webinar is a two-hour workshop, covering interpreting for check-ups and well visits in the following areas of specialization: Adult Medicine and Pediatrics, often referred to as Family Medicine, and the Dental Clinic. Topics one can expect to cover in each clinic; how to prepare in advance (terminology and concepts related to development, metrics and measurements); proper protocols before, during and after the examination will be reviewed. Resources, recommendations and best practices for interpreting in these settings will be shared.
Standards of Practice related to sight translation and assisting patients with forms will be looked at carefully. You will learn about a tool for quickly assessing sight translation requests (that is, weeding out requests that are appropriate from those that are not, along with practical suggestions for handling these requests. Best practice recommendations for navigating privacy issues when assisting patients with paperwork will be shared, as well as how to handle the entering of personal information on forms. The importance of the Pre-Session will be reviewed.
Most of this presentation is devoted into delving into what distinguishes annual check-ups for both men vs women, adult vs an infant or child, and for dental appointments. What one can expect will take place during these types of well visits will be explained. With the changes brought about by the implementation of Section 1557, more and more dental practices are scheduling interpreters for their patients. A review of practices for preventative (annual check-ups) and corrective (orthodontia) dental care will be reviewed.
This session also covers best practice for assisting patients with intake and return visit paperwork, and NCIHC recommendations for what qualifies for sight translation, and what types of documents need to be professionally translated.
There will be two breakout room sessions to practice delivering a brief, yet complete pre-session, and how to ask for repetitions and clarifications in a professional manner. Methods (formulas) and phone apps for converting from imperial to metric measures will be shared. Mathematical concepts such as median, mean, average, percentage and percentile, will be discussed in order to help attendees grasp the concepts clearly, so as to find equivalents for their language pair.
Free links to reputable resources for glossaries, terminology, patient education material and standards of practice will be provided.
What You Need to Succeed in VRI from Home - for NAETISL Jun 16 2022_ELobo.pptxEliana Lobo
The document announces the 2nd Annual Virtual Conference of the National Association of Educational Translators and Interpreters of Spoken Languages (NAETISL) to take place from June 16-18, 2022. NAETISL is a 501(c)(3) nonprofit organization established in 2019 to strengthen family engagement in education by connecting emergent bilingual families and schools with research-based information about language access. The organization's mission is to establish standards for educational translators and interpreters to enhance student achievement and home-school connections.
Understanding how stress can negatively impact interpreting performance. Techniques and practices for stress reduction. Strategies for real life stressful situations are demonstrated, along with audience participation to sample among several techniques. Methods for simulating stress during interpreting practice are shared. Simulations help diminish the negative impact of stress on performance, as do familiarity with techniques of stress reduction. Attendees will come away with a sampling of both.
STRESS and Performance Anxiety During Test-TakingEliana Lobo
This document discusses managing stress and test anxiety. It provides strategies for reducing stress such as deep breathing, exercise, positive self-talk, and adequate sleep. It describes how stress affects the body and mind. Test anxiety is explained as a fear response that causes physical symptoms. Early preparation through practice tests and drills is recommended to build confidence. The document suggests performing interpreting drills while engaged in a cognitively or physically challenging secondary task to mimic stress conditions. Regular practice of dual tasks over time with increasing difficulty can help interpreters perform better under stress such as on certification tests.
Ethical conundrums in medical interpreting dshs-ostiEliana Lobo
This document discusses ethics and professional boundaries for interpreters according to Washington State's code of conduct. It covers training objectives like describing what a code of ethics is and why it exists. It also discusses how to handle specific situations like being asked to perform tasks outside one's scope of practice or a patient asking for medical advice. The document reviews concepts like accuracy, cultural sensitivity, confidentiality, and proficiency. It provides examples of ethical issues and quiz questions to illustrate proper protocol.
Target Your Trainings - E. Lobo for NCIHCEliana Lobo
Whether in a conference workshop or in a classroom-based setting, interpreter trainers and instructors are frequently faced with the challenge of delivering meaningful learning experiences for groups of students who themselves have varying levels of skills and prior knowledge. Add on the challenge of instructing individuals who have different learning preferences, and it can seem impossible for trainers to deliver presentations and classes that hit the mark for everyone.
This webinar is designed to provide interpreter trainers with a variety of tools and strategies to overcome these challenges so that no one leaves their workshop or class feeling shortchanged. Learn how to avoid losing precious minutes by bringing one segment of the group up to speed while the other segment is hungry for more advanced instruction and skills practice. Gain strategies on how to prepare activities that are challenging but still accessible and well-suited to each skill level. Create content, or modify existing content, that addresses the learning preferences of each individual and, most importantly, sticks with learners long after the end of the class or workshop. Step-by-step examples of how to use and apply the tools will be presented.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. Training objectives
Be able to describe:
what a code of ethics is
why a code of ethics exists for every health profession
what the interpreter code of ethics covers
Be able to explain what you would do in specific situations, such as:
what to do when you are asked to perform beyond your scope of practice
patient calls you at home to get your medical advice, and wants a ride to next appointment
care team asks you to report what patient said to you in waiting room
the family with a new baby tucks a gift in your briefcase
you made a mistake and you realize it a few minutes later
your sister runs a store with ethnic remedies that you think would work for the patient
you interpret for a person that you strongly disapprove of based on personal choices
you could make a lot of money interpreting for your extended family and close friends 2
3. What is a code of ethics?
A code is a set of rules
Everyone within a profession or function is supposed to
follow this set of rules
A code is usually set by the people who will live by it and
whose reputation it defines
A code of ethics describes correct conduct in a certain role
3
4. Health Care Code of Ethics
(in general) Doctors, Nurses, Pharmacists, Therapists...
Protects patients from harm
correct info for good health outcomes
financial safety from predators
maintains privacy and empowers patient
Clarifies the role of the worker
scope, what does he do, what does he not do
professional boundaries and relationships
Defines a superior worker from those not so good
quality of work
professional habits
4
5. Code of Ethics--Quiz
A code of ethics provides guidelines for:
A) rate of pay for workers
B) role boundaries of the worker vis-a-vis clients
C) how a worker can achieve a higher level within the
hierarchy of his trade
D) behavior of the worker towards his family
5
6. National Codes of Ethics
for Medical Interpreters
NCIHC
http://www.ncihc.org/ethics-and-standards-of-practice
IMIA
http://www.imiaweb.org/code/
6
7. NCIHC - Code of Ethics for Interpreters in Health Care
7
1. ‰The interpreter treats as confidential, within the treating team, all information learned in the performance of
their professional duties, while observing relevant requirements regarding disclosure
2. ‰The interpreter strives to render the message accurately, conveying the content and spirit of the original
message taking into consideration its cultural context
3. The interpreter maintains the boundaries of the professional role, refraining from personal involvement
4. ‰‰The interpreter continuously strives to develop awareness of his/her own and other (including biomedical) cultures
encountered in the performance of their professional duties
5. ‰The interpreter strives to maintain impartiality & refrains from counseling, advising or projecting personal biases or beliefs
6. ‰‰When the patient’s health, well-being, or dignity is at risk, the interpreter may be justified in acting as an advocate.
-Advocacy is understood as an action taken on behalf of an individual that goes beyond facilitating communication,
with the intention of supporting good health outcomes.
-Advocacy must only be undertaken after careful and thoughtful analysis of the situation and if other less intrusive actions
have not resolved the problem
7. The interpreter treats all parties with respect
8. ‰The interpreter strives to continually further his/her knowledge and skills
9. ‰The interpreter must at all times act in a professional and ethical manner
8. IMIA – Code of Ethics
8
The most important of these principles are:
1. Interpreters will maintain confidentiality of all assignment-related information
2. Interpreters will select the language and mode of interpretation that most accurately conveys the content and spirit of the
messages of their clients
3. Interpreters will refrain from accepting assignments beyond their professional skills, language fluency, or level of training
4. Interpreters will refrain from accepting an assignment when family or close personal relationships affect impartiality
5. Interpreters will not interject personal opinions or counsel patients
6. Interpreters will not engage in interpretations that relate to issues outside the provision of health care services unless
qualified to do so
7. Interpreters will engage in patient advocacy and in the intercultural mediation role of explaining cultural differences, or practices
to health care providers /patients only when appropriate and necessary for communication purposes, using professional judgment
8. Interpreters will use skillful unobtrusive interventions so as not to interfere with the flow of communication in triadic medical settings
9. Interpreters will keep abreast of their evolving languages and medical terminology
10. Interpreters will participate in continuing education programs as available
11. Interpreters will seek to maintain ties with relevant professional organizations in order to be up-to-date with the latest
professional standards and protocols
12. Interpreters will refrain from using their position to gain favors from clients.
9. State Codes of Ethics
for Medical Interpreters
California – CHIA
http://c.ymcdn.com/sites/www.chiaonline.org/resource/resmgr/
docs/standards_chia.pdf
Oregon - NCIHC
http://ostiweb.org/wp-content/uploads/2016/03/Interpreting-
codes-of-ethics-that-apply-in-Oregon.pdf
Washington - DSHS
https://www.dshs.wa.gov/fsa/language-testing-and-certification-
program/code-ethics
9
10. CA Endowment & CHIA –Ethical Principles
10
Each ethical principles is to be considered in the context of the health and well-being of the patient.
1. Confidentiality Interpreters treat all information learned during the interpreting as confidential.
2. Impartiality Interpreters are aware of the need to identify any potential or actual 10 Executive
Summary conflicts of interest, as well as any personal judgments, values, beliefs or opinions that
may lead to preferential behavior or bias affecting the quality and accuracy of the interpreting
performance.
3. Respect for individuals and their communities Interpreters strive to support mutually respectful
relationships between all three parties in the interaction (patient, provider and interpreter), while
supporting the health and well-being of the patient as the highest priority of all healthcare
professionals.
4. Professionalism and integrity Interpreters conduct themselves in a manner consistent with
the professional standards and ethical principles of the healthcare interpreting
profession. 5. Accuracy and completeness Interpreters transmit the content, spirit and cultural
context of the original message into the target language, making it possible for patient and provider
to communicate effectively.
5. Cultural responsiveness Interpreters seek to understand how diversity and cultural similarities and
differences have a fundamental impact on the healthcare encounter. Interpreters play a critical role
in identifying cultural issues and considering how and when to move to a cultural
clarifier r ole. Developing cultural sensitivity and cultural responsiveness is a life-long process
that begins with an introspective look at oneself.
11. Oregon Code of Ethics
for Healthcare Interpreters
Code of Ethics and Standards of Practice for Interpreters in Health Care
1. Health care interpreters must adhere to the National Code
of Ethics for Interpreters in Health Care as established by
the National Council on Interpreting in Health Care.
2. Healthcare interpreters must adhere to the National
Standards of Practice for Interpreters in Health Care as
established by the National Council on Interpreting in
Health Care.
11
12. WA DSHS–Code of Ethics for Medical Interpreters
12
Accuracy. Interpreters/translators must always express the source language message in a thorough and faithful
manner. They must: omit/add nothing; Give consideration to linguistic variations in both the source and target languages;
Conserve the tone and spirit of the source language.
Cultural sensitivity-courtesy. Interpreters/translators must be culturally sensitive, & respectful of whom they serve.
Confidentiality. Interpreters/translators must not divulge any information publicly or privately obtained through their
assignments, including, but not limited to, information gained through access to documents or other written materials.
Proficiency. Interpreters/translators must meet the minimum proficiency standard set by DSHS.
Compensation. Interpreters/translators must: Not accept additional money, consideration, or favors for services reimbursed
by the department. The fee schedule agreed to between the contracted language services providers and the department shall
be the maximum compensation accepted.
Nondiscrimination. Interpreters/translators must: Always be impartial and unbiased; Not discriminate on the basis of gender,
disability, race, color, national origin, age, socio-economic or educational or marital status, religious or political beliefs, or
sexual orientation; and Refuse or withdraw from an assignment, without threat or retaliation, if they are unable to perform the
required service in an ethical manner.
Self-representation. Interpreters/translators must accurately and completely represent their certifications, training, and
experience.
Impartiality-conflict of interest. Interpreters/translators must disclose to the department any real or perceived conflicts of
interest that would affect their professional objectivity.
Professional demeanor. Interpreters/translators must be punctual, prepared, and dressed in a manner
appropriate, and not distracting for the situation.
Scope of practice. Interpreters/translators must not: Counsel, refer, give advice, or express personal
opinions to the individuals for whom they are interpreting/translating;
13. Pair & Share Exercise
Turn to your neighbor and share an ethical quandary or consideration
from your work experience, or from a personal observation
13
14. Interpreter Code of Ethics
Why did we fight so hard to create it?
True patient stories:
• “My interpreter told me that the other interpreter in town would gossip about me, so I
should always get appointments that would fit with his schedule. This slowed down my
course of treatment so much that I lost my insurance before I could finish treatment,
and now I can’t afford to go to the doctor.”
• “My interpreter was with me when I had to terminate my pregnancy due to very severe
abnormalities in the fetus. The interpreter keeps telling me that God does not allow
abortions. I am so depressed that I cannot take care of myself or my two children.”
• “My interpreter took a picture of me and posted it on their Facebook page”
• “When I go to the heart doctor, my interpreter likes to talk to the doctor in English. He
tells everyone that he went to medical school back in his country. The doctor hardly
pays any attention to me, and the interpreter tells me not to ask so many questions,
just to do what the doctor instructs me to do.”
14
15. Healthcare Interpreter Code of Ethics
(Washington state DSHS requires the following)
• Accuracy
• Cultural sensitivity-Courtesy
• Confidentiality
• Proficiency
• Compensation
• Nondiscrimination
• Self-representation
• Impartiality-Conflict of Interest
• Professional demeanor
• Reporting obstacles to practice
• Professional development
• Scope of Practice
15
16. Accuracy and Completeness
Transmit the meaning.
Do not leave anything out.
Do not add anything unless you claim it.
Do not change anything.
Transmit the tone. This is vital information.
Transmit any meaning from body language.
Clarify your own understanding of statements from all parties.
Notice and be aware of the integrity of the message. If you do
not understand it, maybe it was ambiguous or mistaken. 16
17. Accuracy & Ethical Problem-Solving
Let the provider/patient/client know if you do not understand what they say
Have them explain it. Do not guess.
Write down numbers or names or meds so that you can repeat them correctly
Ask provider/patient/client to repeat if you forgot something they said
Convey speaker’s emotion, anger, bad words
It is fine to remind all parties that you are transmitting the message, not originating it
Correct any mistakes you make ASAP, openly
Acknowledge when interpreter limitations may affect accuracy of interpretation
(lack of medical knowledge, inability to understand the dialect
or the speech of a patient, etc.)
17
18. Accuracy stories
The male patient was very angry over treatment set-backs. In the office visit
he used rude, aggressive comments to the doctor to express how he felt about
his treatment.
The female interpreter was shocked to hear the patient express such rude and
angry sentiments to the doctor, who was trying to do his best to take care of
the patient. She did not ever swear in English, and did not know how to
interpret the exact equivalent of the words. Being a very polite older woman,
she could not bring herself to yell at the doctor.
The interpreter knew that the doctor needed to know that the patient was
saying rude and angry things, so she used her interpreter voice:
“The interpreter wants the doctor to know that the patient is using rude and
angry words to express himself about the treatment plan.”
Because the doctor now knew that the patient was very angry and had even
used rude words in front of the care team, the doctor could effectively
engage the patient in further discussion. 18
19. Accuracy: Scenario Quiz
The provider uses a term that you do not understand while
explaining to a patient what might go wrong during treatment.
You:
A) Leave out that sentence, as the patient already has enough to worry about.
B) Say to the patient: “I did not understand part of what the doctor said about
risks of treatment. Sorry.”
C) Say to both the doctor and the patient: “The interpreter asks the doctor to
break down the term X for me, so that I can interpret accurately. I do not
understand the term X.
D) Remember the last time you interpreted for a patient having this treatment,
and repeat what the doctor said that time.
19
20. Accuracy: Scenario Quiz
The provider uses a term that you do not understand while
explaining to a patient what might go wrong during treatment.
You:
A) Leave out that sentence, as the patient already has enough to worry about.
B) Say to the patient: “I did not understand part of what the doctor said about
risks of treatment. Sorry.”
C) Say to both the doctor and the patient: “The interpreter asks the doctor to
break down the term X for me, so that I can interpret accurately. I do not
understand the term X.
D) Remember the last time you interpreted for a patient having this treatment,
and repeat what the doctor said that time.
20
21. Cultural Sensitivity and Respect
Interpreters cannot represent the patient/client culturally,
but they can educate the staff on terms or cultural nuances
that would be generally considered rude in the patient’s or
client’s home country, so the staff can avoid unintentionally
insulting or even intimidating the patient
Staff should NOT ask interpreter to explain
the client’s or patient’s needs or behavior.
21
22. Cultural Sensitivity--Story
An elderly woman is diagnosed with cancer. Her family does not allow care
team to disclose diagnosis to her, so she is aware only that she has to undergo
treatment. As her cancer progresses and she is admitted into the hospital, a
new doctor comes into her room and talks about the fact that she has terminal
cancer.
The patient is truly surprised by the diagnosis, as well as by the fact that she
only has another couple of weeks to live. She is furious with her family because
they were not honest with her, and did not give her time to put her affairs in
order. She clearly states that her strong cultural value for honesty and full
sharing of information has been violated by all concerned.
The hospital where this happened now asks each patient, with no family
present and with the support of an interpreter, what information the patient
wants to receive. This direction from the patient is documented and honored.
22
23. Interpreter must be alert to cultural elements
Own cultural identity: gender, age, education, economic status, race,
ethnicity, religion, clan, personal experiential formative factors (refugee,
single-mom, persecuted minority, disabled)
Client/Patient cultural identity (stated and demonstrated): Deep values, desired
outcomes, fears, health beliefs, pattern of interacting with health system, comfort
requirements
Cultural identity of various care staff attending patient: Constant comments to
patient about what he should do, what he should be glad or worried about,
externalization of their cultural beliefs onto the patient. (These can be painful to
have to interpret)
American medical culture (biomedical): High value for directness, speed of
decision-making, commitment to course of action
Research culture: The conceptual underpinning of research is that it helps
people in the future, not the patient necessarily. This is a difficult concept
to represent and to interpret 23
24. Cultural Sensitivity--Scenario Quiz
At an ER visit for a child with bronchitis, the ER team is concerned by bruises
and raised welts on the child’s back. The ER team suspects child abuse.
The SE Asian interpreter, who suspects that the bruises on the child are
caused by the well-accepted and commonly used practices of coining and
cupping, appropriately does the following:
A) Mentions aside to the doctor, without including the parents, that these are
ignorant peasants who employ superstitious home remedies, and that the
bruises are evidence that this family is going to be hard to convince to use
modern antibiotics.
B) Suggests to the family, transparently letting the team know what he is doing,
that the family describe the origin of the marks on the child’s back to the team.
C) The interpreter gives a lecture in English to the care team about how important
and valid home medical remedies are. The interpreter then says to the family
in their language that he has defended their practice of cupping and coining
and has saved them from being arrested for child-abuse. 24
25. Cultural Sensitivity--Scenario Quiz
At an ER visit for a child with bronchitis, the ER team is concerned by bruises
and raised welts on the child’s back. The ER team suspects child abuse.
The SE Asian interpreter, who suspects that the bruises on the child are
caused by the well-accepted and commonly used practices of coining and
cupping, appropriately does the following:
A) Mentions aside to the doctor, without including the parents, that these are
ignorant peasants who employ superstitious home remedies, and that the
bruises are evidence that this family is going to be hard to convince to use
modern antibiotics.
B) Suggests to the family, transparently letting the team know what he is doing,
that the family describe the origin of the marks on the child’s back to the team.
C) The interpreter gives a lecture in English to the care team about how important
and valid home medical remedies are. The interpreter then says to the family
in their language that he has defended their practice of cupping and coining
and has saved them from being arrested for child-abuse. 25
26. Confidentiality
Protection of PHI—Protected Health Information
A patient or client can be killed or ostracized if PHI is revealed to family or
members of their community
Fear and distrust of interpreters is based on breaches of confidentiality known
in community
Share PHI only within the health care (HC) organization
Share PHI only for need-to-know reasons within HC
Know the rules for what info can be left on a message machine or with family
member (if your role includes phone reminders)
no diagnosis info
no service info
Personal electronic or written schedules should have NO PHI on them. Only use
the job reference number on your schedules. If it is absolutely necessary to
have client information: de-identify by keeping only first 5 letters of last name,
no first name, no DOB, no Med Rec number
Dispose of written materials properly, including your own notes and voucher
copies and daily schedule:
Ask the medical provider or staff to dispose of materials in a secure manner 26
27. Confidentiality: Regaining Public Trust
In every continuing education class on ethics the interpreters tell stories of true
situations in which interpreters betrayed the confidentiality of their patients or clients
in extreme ways
Interpreters have told the family members of patients and clients what had happened in
the private appointments
Interpreters have told the community about pregnancies, abortions, birth control
choices, mental health conditions, cancer, HIV, autism, and many other specific
concerns, all learned under what should have been protected conditions of privacy
Even small betrayals of confidentiality are forbidden. When meeting a patient or client
in the grocery store, an interpreter should only nod politely to the patient, and not
address her/him by name. Other people in the store might know that the interpreter
works in health or social services field, and might therefore jump to the conclusion that
the individual had met the interpreter while seeking care/services
27
28. Confidentiality: Ethical Actions
Use clear messaging (scripts) to avoid sharing ANY info with family,
friends, coworkers who ask you about what is going on
“If you are interested in the affairs of so-and-so, please ask him directly.”
Report any breach of confidentiality (this includes losing documents with
private information) to the organization where the interpreter had the
assignment and/or to the agency which provided the interpreter with the
assignment (follow your contractual agreement protocols)
Assure each patient or client that you are committed to protecting their privacy
“As your interpreter, I do not mention or discuss anything about your care
to anyone.”
Offer to withdraw from cases where patient or client might resent your knowing
their business
“Because we both serve on the school board together, would you feel
more comfortable with a different interpreter?” 28
29. Confidentiality: Scenario Quiz
Interpreter returns to surgery waiting room while nurses clean up the
patient after some post-surgical vomiting. The mother-in-law of the patient
is waiting in the waiting room and engages the interpreter in conversation,
beginning with telling her what a great interpreter she is. The lady then
asks the interpreter if the patient has shared with her that the patient’s
unborn baby’s dates do not match her date of marriage.
The interpreter should:
A) Jump up and tell the mother-in-law that she should not gossip about
her pregnant daughter-in-law.
B) Say that information about the patient is not something that can be
discussed by members of the care team, including the interpreter.
C) Say that indeed there have been cases where babies have suspicious
dates, but surely her daughter-in-law is virtuous!?
29
30. Confidentiality: Scenario Quiz
Interpreter returns to surgery waiting room while nurses clean up the
patient after some post-surgical vomiting. The mother-in-law of the patient
is waiting in the waiting room and engages the interpreter in conversation,
beginning with telling her what a great interpreter she is. The lady then
asks the interpreter if the patient has shared with her that the patient’s
unborn baby’s dates do not match her date of marriage.
The interpreter should:
A) Jump up and tell the mother-in-law that she should not gossip about
her pregnant daughter-in-law.
B) Say that information about the patient is not something that can be
discussed by members of the care team, including the interpreter.
C) Say that indeed there have been cases where babies have suspicious
dates, but surely her daughter-in-law is virtuous!?
30
32. Pair & Share Exercise
Turn to your neighbor and discuss how competence is different from
proficiency
32
33. Competency
Competency: as defined by Merriam-Webster,
is the ability to do something successfully or efficiently.
For interpreters, it means having the skills set of languages,
terminology, knowledge of culture and strong listening and memory
skills combined to function capably as an interpreter.
I want you to aspire to being MORE than merely a competent interpreter.
How does competent differ from being proficient?
33
34. Proficiency
Proficiency: as defined in the goals and targets for teachers of
world languages means one can--
Use language spontaneously, in unexpected situations,
to communicate any and all needs during that particular
moment in time
As interpreters, our profession is filled with daily unexpected,
spontaneous moments.
We often have to draw upon knowledge of history, geography,
world events, regional conflicts as well as traditional beliefs
and practices, in order to do a good job for our patients and
have their providers understand their needs and complaints. 34
35. Multiple Proficiencies!
Elements of proficiency required and expected of an interpreter
by patients, clients, DSHS staff, care team, purchasers of
service, regulatory agencies, community include:
Linguistic proficiency in both languages
medical and social service vocabulary
terminologies related to science, math, biology, anatomy,
physiology, and human development
Professional business management skills
dependability, trustworthiness, customer service, time management
Understanding of basic health care and social services operations
Where to meet clients
Check-in/check-out procedures
Interpreter mechanics--what does the interpreter do?
Interpreter ethics—what are the do’s and don’ts?
35
36. Multiple Proficiencies and Competencies!
20
7.5
7.5
5
2.55
2.5
5
5
5
5
5
2.5
5
2.5 2.5
The Wheel of Competencies
for Healthcare Interpreters
Language
Culture
Terminology
Mechanics
Language Access Law
Human Physiology
HIPPA
Professional Ethics
Professional Standards
Certification
Continuing Education
Self-Assessment
Hospital/Clinic Rules
Customer Service
Entrepreneurship
Membership in Prof Orgs
36What additional elements would you add to this list?
38. Your professional career will roll along
smoothly if you nurture ALL of your skills!
38
Your professional career’s future
39. Proficiency:
True Stories of Lack of Proficiency
An interpreter signed up with an agency claiming to speak fluent Mandarin and
Cantonese. He did not speak Cantonese at all. The agency kept sending him to
Cantonese assignments, where he usually got someone in the patient’s family to
interpret for the patient while he stood there doing nothing (and getting paid.)
An interpreter had a doctorate in the target language, English, but had such
poor pronunciation that the providers couldn’t understand him at all. Staff used
the family for communication.
An interpreter accepted her very first assignment, which was at a specialty
hospital for a patient dying of leukemia. She did not have adequate knowledge
of medical terminology in either language. She was completely unorganized
and dressed inappropriately for the encounter holding a cup of overflowing
coffee in her hand, which she proceeded to spill on several people and the
furniture. She was banned from ever coming back.
An interpreter had no idea how to interpret this: “Your child’s head
circumference is at the 37th percentile for American children.” 39
40. Proficiency--Quiz
A brand new interpreter accepted an assignment from his agency to go to a
large psychiatric hospital for an encounter with a patient on a locked ward.
This interpreter began to realize that he was in over his head when the staff
on the locked ward told him that they wanted to brief him on safety
concerns for his patient before they locked him into the room with the
doctor.
The interpreter at that point should:
A) Disclose to the staff and to the doctor that he did not have any experience in
mental health and inpatient psych and was uncomfortable interpreting in
this environment.
B) If the doctor decides to continue the appointment, work very closely with
the doctor throughout the encounter to make sure that he understood the
meaning in both directions.
C) Go home afterward and start studying very hard to bring his proficiency in
psychiatric topics up to speed.
D) Tell his agency to send him to less specialized appointments while he
improves his knowledge bit by bit.
E) All of the above.
40
41. Proficiency--Quiz
A brand new interpreter accepted an assignment from his agency to go to a
large psychiatric hospital for an encounter with a patient on a locked ward.
This interpreter began to realize that he was in over his head when the staff
on the locked ward told him that they wanted to brief him on safety
concerns for his patient before they locked him into the room with the
doctor.
The interpreter at that point should:
A) Disclose to the staff and to the doctor that he did not have any experience in
mental health and inpatient psych and was uncomfortable interpreting in
this environment.
B) If the doctor decides to continue the appointment, work very closely with
the doctor throughout the encounter to make sure that he understood the
meaning in both directions.
C) Go home afterward and start studying very hard to bring his proficiency in
psychiatric topics up to speed.
D) Tell his agency to send him to less specialized appointments while he
improves his knowledge bit by bit.
E) ALL of the above!
41
42. Financial Gain
Fee paid is the absolute limit of reimbursement.
No additional payment can be requested, hinted at, or accepted,
from any party, by the interpreter
Do not accept cash or gifts (even flowers)
Return anything given to you via purchaser of services or agency
Donate flowers to patients
Share food or treats with dept.
Never develop a financial conflict of interest
Interpreting practice should have zero connection to any money-making
situation
Never solicit business from patients or providers
The provider requests an interpreter based on availability,
not for continuity or to favor a person
42
43. Financial Gain--Bad True Stories
Interpreter solicited for translation jobs while interpreting for the client.
Interpreter presented a gift to the parents of a newborn. The parents
then felt obligated to buy the interpreter something in return.
The interpreter referred his brother-in-law to the patient to work on his
roof. The deal went sour, and the patient no longer felt comfortable
going to the clinic because he might run into the interpreter.
The interpreter mentioned to all the clients that she runs a little
weekend store with ethnic food items in the neighborhood where
many of the clients live. 43
44. Financial Gain—Ethical Actions
Remind patients and clients that they have the right to an
interpreter for free
Remind patients and clients that your services are being
properly compensated
Use a polite script to refuse gifts
“It is my pleasure provide interpreter services to you. As professional
interpreters, we do not accept gifts from patients or clients.”
Do not use the interpreting environment to get information with
which to make money, such as selling life insurance, babysitting,
or home IT services
Do not refer patients and clients to any of your friends, family, or
acquaintances for services, even if they have the item or service
needed by the patient or client 44
45. Nondiscrimination - Personal Beliefs
The interpreter must not treat a patient or client differently from
any other due to their likes or dislikes about the individual, their
beliefs, or their community
During an encounter, an interpreter must keep their own beliefs
about what is right, good, or proper to themselves. The interpreter
must not inject his views into the session in any way. This refers to
what the staff say as well as to what the patient/client and family say
45
46. Non-Discrimination:
Bad True Stories
Interpreter refused to see a patient because the patient had
tuberculosis/HIV positive/Hansen’s disease
Interpreter refused to accept assignment with a client who is
transgender, because it made them feel uncomfortable
Seattle AIDS Council complained that they have a tough time
finding interpreters in various common language groups to
interpret for their HIV-positive patients
The interpreter refusing to interpret for a client that is from
a different tribe or clan
46
47. Nondiscrimination: Ethical Actions
Truly refrain from showing your opinion about the client’s
practices or choices regarding their health care or social service
needs.
No excuses,
No slogans,
No body language.
The interpreter can do enormous damage to an individual by
showing their opinion about these topics.
Save your opinions for arenas outside of interpreting encounters.
47
48. Non-Discrimination
Nationally protected classes:
gender, disability, race, color, national origin, age, socio-economic or
educational or marital status, religious or political beliefs, or sexual
orientation
Other characteristics that interpreters must be careful to
avoid discriminating against:
people from ethnic groups or affiliations that have been in opposition
to the interpreter’s ethnic group or affiliation
people who have been or are presently incarcerated
people with certain medical or mental afflictions
people who have made certain life decisions that the interpreter
does not agree with. 48
49. Non-Discrimination:
Scenario Quiz
Interpreter arrives at assignment and finds that the client is an elder
from a part of the community which has very strong religious beliefs that
are opposite to the interpreter’s personal beliefs. The interpreter’s first
impulse is to leave the encounter and not ask to be paid.
The professional interpreter should:
A) Greet the patient just as he would any other patient
B) Avoid the opportunity for personal discussion between himself and the patient
C) Let the receptionist know that he is not one of the religious affiliates of the
patient, that he himself has modern views
D) Interpret for the patient, paying great care to listen carefully to the meaning
from the patient and from the provider and to transmit it faithfully
E) All but C 49
50. Non-Discrimination:
Scenario Quiz
Interpreter arrives at assignment and finds that the client is an elder
from a part of the community which has very strong religious beliefs that
are opposite to the interpreter’s personal beliefs. The interpreter’s first
impulse is to leave the encounter and not ask to be paid.
The professional interpreter should:
A) Greet the patient just as he would any other patient
B) Avoid the opportunity for personal discussion between himself and the patient
C) Let the receptionist know that he is not one of the religious affiliates of the
patient, that he himself has modern views
D) Interpret for the patient, paying great care to listen carefully to the meaning
from the patient and from the provider and to transmit it faithfully
E) All but C 50
51. Self-Representation
Accurately state own certifications, training, and experience
Certificate Certification
Ethical: Correct any mistaken idea that patients or staff have
of interpreter’s qualifications
Examples of improper self-marketing:
An interpreter referring to themselves as translators
Taking assignments for languages without proper
certification/authorization
Providing services that you are not qualified for
Patient Navigator
Insurance Specialist
51
52. Self-Representation: Quiz
The interpreter has a reputation in the community as being very wise
about health care matters because of working at a major hospital as a
staff interpreter for many years. Many call him “doctor” out of respect,
as he is willing to listen to their health complaints and give them advice
on when to go to the emergency room
The interpreter arrives at the bedside of a patient and recognizes a member
of his community who calls him “doctor.” The patient greets him this way in
the hospital room. The interpreter:
A) Explains to the patient right away that he is not a medical doctor, but that is his nickname
B) He accepts the title with a smile, and tells the real doctor that the community has
nicknamed him “doctor”, because he helps them out when they need help
C) Both A) and B)
52
53. Self-Representation: Quiz
The interpreter has a reputation in the community as being very wise
about health care matters because of working at a major hospital as a
staff interpreter for many years. Many call him “doctor” out of respect,
as he is willing to listen to their health complaints and give them advice
on when to go to the emergency room
The interpreter arrives at the bedside of a patient and recognizes a member
of his community who calls him “doctor.” The patient greets him this way in
the hospital room. The interpreter:
A) Explains to the patient right away that he is not a medical doctor, but that is his nickname
B) He accepts the title with a smile, and tells the real doctor that the community has
nicknamed him “doctor”, because he helps them out when they need help
C) Both A) and B)
53
54. Impartiality: Conflict of Interest
The interpreter should not interpret for an individual if the individual
would feel embarrassed or constrained by the interpreter’s knowing
about their situation
Patient’s disclosure of symptoms, needs, habits might be reduced or prevented
The interpreter should not interpret for anyone if their own strong feelings
about the patient or client might get in the way of attentive, accurate,
respectful interpretation
This does not mean you are free to decline assignments according to your likes
and dislikes, personal preferences. If interpreting for pregnancy terminations,
end-of-life, family planning, sexual assault or mental health are too
“uncomfortable” for you, or go against your personal beliefs, you should
choose a different area for your practice as a professional interpreter!
54
55. Impartiality: Quiz
The interpreter has many relatives who are not accustomed yet to the U.S.
system of health care. These relatives need a great deal of encouragement to
disclose their symptoms and a great deal of explaining to understand their
condition and what they must do for self-care. The interpreter is not the
intimate caretaker for these people however, and there are plenty of politics
within the family. When another family member insists on interpreting, the
professional interpreter should:
A) Go with them to their appointments as a family member only
B) Tell them he will go with them the first few times but after that they will need to start
accepting other interpreters, knowing that they will never accept anyone else
C) Make an excuse every time so that he does not have to accompany his family members,
leading them to think that he is shirking his family duty
D) Educate family that professional interpreters are completely discreet and that
the clinic will provide an interpreter to them for free
E) A and D 55
56. Impartiality: Quiz
The interpreter has many relatives who are not accustomed yet to the U.S.
system of health care. These relatives need a great deal of encouragement to
disclose their symptoms and a great deal of explaining to understand their
condition and what they must do for self-care. The interpreter is not the
intimate caretaker for these people however, and there are plenty of politics
within the family. When another family member insists on interpreting, the
professional interpreter should:
A) Go with them to their appointments as a family member only
B) Tell them he will go with them the first few times but after that they will need to start
accepting other interpreters, knowing that they will never accept anyone else
C) Make an excuse every time so that he does not have to accompany his family members,
leading them to think that he is shirking his family duty
D) Educate family that professional interpreters are completely discreet and that
the clinic will provide an interpreter to them for free
E) A and D 56
57. Professional Demeanor
The interpreter’s function is to assist with communication
between parties in a health care or social services
environment.
The interpreter supports this relationship best by keeping all
attention on the client’s/patient’s experience, and by being:
Punctual and organized
Prepared for the material and the environment of the encounter
Dressed safely and respectfully for the setting
Not distracting or calling attention to self by personal activity,
comments or needs
Adhering to the code of ethics 57
58. Professional Demeanor: Quiz
Common complaints about medical interpreters
made by patients or clients:
A) Interpreter was on time
B) Interpreter was cold and rude, acted superior or seemed
uninterested in the patient
C) Interpreter was inappropriately dressed
D) Interpreter was on the phone before, and, during encounter
E) Interpreter was inappropriate in conversation while waiting
for the doctor
F) All but A
58
59. Professional Demeanor: Quiz
Common complaints about medical interpreters
made by patients or clients:
A) Interpreter was on time
B) Interpreter was cold and rude, acted superior or seemed
uninterested in the patient
C) Interpreter was inappropriately dressed
D) Interpreter was on the phone before, and, during encounter
E) Interpreter was inappropriate in conversation while waiting
for the doctor
F) All but A
59
60. Professional Demeanor: Quiz
Common complaints about medical interpreters by medical
providers & staff:
A. Interpreter had to be prodded to interpret, lacked focus
B. Interpreter wandered away and took phone calls inappropriately
C. Interpreter was very good at working with shy clients
D. Interpreter was having side conversations with patient/family
E. Interpreter did not inspire confidence because of frequent hesitations
F. Interpreter engaged care team to talk about own health problems
G. All but C
60
61. Professional Demeanor: Quiz
Common complaints about medical interpreters by medical
providers & staff:
A. Interpreter had to be prodded to interpret, lacked focus
B. Interpreter wandered away and took phone calls inappropriately
C. Interpreter was very good at working with shy clients
D. Interpreter was having side conversations with patient/family
E. Interpreter did not inspire confidence because of frequent hesitations
F. Interpreter engaged care team to talk about own health problems
G. All but C
61
62. Scope of Practice
Interpreters/translators must not EVER:
Counsel, refer, give advice, or express personal opinions to the
individuals for whom they are interpreting/translating;
Engage in activities with clients that are not directly related to
providing interpreting
Have unsupervised access to clients, including but not limited to
phoning clients directly, other than at the request of a provider or
staff member
Market their services to clients while on the job, including but not
limited to, arranging services or appointments for clients in order
to create business for themselves; or
Transport clients for any business, including social service,
L&I or medical appointments 62
63. Scope of Practice:
Avoid Over-Familiarity with Patients and Family Members
Do not give out your contact information
Share only general and non-controversial information with
patients/clients
Avoid making personal comments unless positive and non-intimate
Do not encourage chatter about relationships, troubles, opinions
Avoid Acting out of Role
Do not comment on the patient’s health care situation AT ALL
Do not make ANY specific recommendation to the patient/client
regarding his healthcare or services
Fold any request for opinion or recommendation from the patient or
client back around into getting the patient/client to ask the staff 63
64. Scope of Practice: Ethical Actions
Use a polite script to decline discussing personal subjects
Deflect or distract the individual from disclosing info about his care
or services, or remove yourself from the vicinity politely
Educate individuals about boundaries of the interpreter role in general
64
65. Script to politely decline discussing personal subjects
I prefer to keep my personal life separate from my work,
so I can focus on doing a great job for you.
Today I’m here for YOU, to help you communicate your concerns
and understand your provider’s recommendations fully.
I’m here to help you communicate with your provider. We
should stay focused on you and your immediate concerns.
65
66. Scope of Practice-Quiz
Interpreter sits on far side of waiting room. Patient’s wife
comes over to interpreter and says that she is worried
because her husband has had chest pain but will only be
telling the nurse that he has indigestion.
The interpreter should:
A) Say that chest pain is a bad sign, the patient probably has a heart
condition, and the wife should speak up to the nurse
B) Say that any concern from the patient or the family is important for
the care team to know about, and would the wife like the interpreter
to accompany her now to talk to the nurse?
C) Go over to the patient and tell him that he is playing with fire to
keep important symptoms hidden, and that he should go right now
to talk to the nurse, as every minute might be his last
D) Tell the wife that if it is the patient’s time to die, God will take
him, otherwise he will be fine
66
67. Scope of Practice-Quiz
Interpreter sits on far side of waiting room. Patient’s wife
comes over to interpreter and says that she is worried
because her husband has had chest pain but will only be
telling the nurse that he has indigestion.
The interpreter should:
A) Say that chest pain is a bad sign, the patient probably has a heart
condition, and the wife should speak up to the nurse
B) Say that any concern from the patient or the family is important
for the care team to know about, and would the wife like the
interpreter to accompany her now to talk to the nurse?
C) Go over to the patient and tell him that he is playing with fire to
keep important symptoms hidden, and that he should go right now
to talk to the nurse, as every minute might be his last
D) Tell the wife that if it is the patient’s time to die, God will take
him, otherwise he will be fine
67
68. Reporting Obstacles to Practice:
Ethical Requirement
Withdraw from encounter if you have:
doubts about your own competence to manage the
lack of knowledge,
emotional involvement,
impairment
Unease about encounter violating code of ethics in some
might make client or patient uncomfortable;
client or patient is too close (family or friend) to interpreter,
thus an ethics violation
68
69. Reporting Obstacles: Quiz
Interpreter arrives at encounter in the clinic to find that the patient
is a teenage girl who has been raped in an incest situation. As the
provider begins to solicit details, the interpreter feels herself getting
more and more tense, angry, upset and distracted, even fearful. Why?
She and her older sister experienced the same thing
The interpreter should:
A) Realize that she will not be able to interpret properly for patient
B) Realize that it is critical to not add any pain or embarrassment to the patient
by stating that she cannot interpret because of the topic
C) Run out of the room and pretend that she has food poisoning
D) Quietly use the Interpreter Voice to say to both patient and provider that she
must excuse herself because she is not sure that she can do a good enough
job of interpreting, but she will stay until another method of language
support is arranged for. She says that what the patient and doctor will talk
about is very important, and she wants to make sure that they have the
services of an interpreter who can properly and professionally perform
E) All but one of the above
69
70. Reporting Obstacles: Quiz
Interpreter arrives at encounter in the clinic to find that the patient
is a teenage girl who has been raped in an incest situation. As the
provider begins to solicit details, the interpreter feels herself getting
more and more tense, angry, upset and distracted, even fearful. Why?
She and her older sister experienced the same thing
The interpreter should:
A) Realize that she will not be able to interpret properly for patient
B) Realize that it is critical to not add any pain or embarrassment to the patient
by stating that she cannot interpret because of the topic
C) Run out of the room and pretend that she has food poisoning
D) Quietly use the Interpreter Voice to say to both patient and provider that she
must excuse herself because she is not sure that she can do a good enough
job of interpreting, but she will stay until another method of language
support is arranged for. She says that what the patient and doctor will talk
about is very important, and she wants to make sure that they have the
services of an interpreter who can properly and professionally perform
E) All but C
70
71. Professional Development-Ethical Actions
Assess your knowledge
Language (both source and target languages)
Technical
Cultural
Community
Healthcare System
Address your knowledge gaps via TRAINING/CONTINUING EDUCATION
Assess your skills
Memory
Ability to maintain Register
Managing the flow
Use of diplomatic scripts
Address your skills gaps
71
72. Professional Development-Ethical Actions
Assess your knowledge (technical understanding, language,
culture, community, system), then
Address your knowledge gaps, then
Assess your skills, then
Address your skill gaps
Training; CE; professional relationships and consultation
72
73. Professional Development-Quiz
The interpreter receives a steady stream of solicitations from
agencies to interpret. No one ever checks her specific knowledge of
encounter topics, assuming that she is interpreting accurately and
completely. She should:
A) Spend all of her time doing assignments, as that helps the most
people in the community.
B) Keep a log of every instance in which she had trouble understanding
the content of a conversation.
C) Stay away from interpreter training classes because that would let
everyone know that she had more to learn.
D) Target the areas in which she has identified deficits in her knowledge
or skill set, and take classes in those subjects.
E) Two of the above. Which two?
73
74. Professional Development-Quiz
The interpreter receives a steady stream of solicitations from
agencies to interpret. No one ever checks her specific knowledge of
encounter topics, assuming that she is interpreting accurately and
completely. She should:
A) Spend all of her time doing assignments, as that helps the most
people in the community.
B) Keep a log of every instance in which she had trouble understanding
the content of a conversation.
C) Stay away from interpreter training classes because that would let
everyone know that she had more to learn.
D) Target the areas in which she has identified deficits in her knowledge
or skill set, and take classes in those subjects.
E) B and D
74
75. Review
The Code of Ethics governs role boundaries and expectations
for behavior and performance of all interpreters:
preparation for the work, initially and continuously
accountability for a good product being delivered (completeness,
accuracy)
cultural awareness and support of patient and client values and
needs
protection of patients and clients from financial predation
protection of interpreter and patient/client from inappropriate
mixing of social and professional interactions
protection of patient/client from control by interpreters 75
76. Questions?
Contact Information for:
Eliana Lobo
Lobo Language Access
InterpreterTrainer@outlook.com
Jazmin Manjarrez
OSTI Vice President
classymexi55@gmail.com
76