Career Ladder Options

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Career Ladder Options Supplements to
Community-Based Health Worker Training
Healthcare Interpreters

• Jesus Oliva, MD Mt. SAC RHORC
• Patty Perkins, MS, MPH CCSF RHORC

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Healthcare Interpreter (HCI) Background

• In Nov. 2003, The California Endowment, a large
  healthcare foundation headquartered in Los
  Angeles, commissioned a Letter of Intent from the
  CCSF and Mt. SAC RHORCs for curriculum revision
  and multimedia development for a jointly
  developed HCI curriculum program

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Healthcare Interpreter Background, cont.

• Final grants submitted Spring 2004
• Grants of 150K each awarded to CCSF and Mt. SAC
  RHORCs in September 2004
• Program funding includes evaluation, job
  analysis, and scan of employers in Bay Area
  counties and greater LA Southland region

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Developing a Curriculum (DACUM)Health Care
Interpreter

• A panel of experts guided by a trained
  facilitator
• Task complete a job analysis
• Duties
• Tasks
• Knowledge
• Skills
• Traits
• Attitudes
• Tools and equipment

Mt. SAC CCSF
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HCI Curriculum DevelopmentMt. San Antonio College
Jesus Oliva, MD Curriculum Coordinator
Materials from the San Francisco City College
Summer Institute Gayle Tang, RN, MSN
Writers Jesus Oliva, MD Susan Hines, RN,
BSN Bruce Hines, PhD Jondea Orr, RN,
BSN Elizabeth Duncan, RN, BSN Carmen Carrillo,
RN, BSN Jane Chang, RN, BSN
Curriculum Consultants Carol Ryerson,
MA Director ESL Liza Becker, MA Assistant
Director ESL
VESL Program Specialist Donna Burns, MA Program
Supervisor HCRC Susan Hines, RN, BSN
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JOB ANALYSIS FOR HCI Conducted Jan. 31/Feb. 1,
2005

• Focus statement
• Duties
• Tasks
• Knowledge
• Skills
• Traits
• Attitudes
• Tools and equipment

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Focus Statement

• The goal of the Health Care Interpreter Training
  Program is to increase the pool of trained
  interpreters to meet the growing needs of
  ethnically-diverse communities in California.
• The United States Civil Rights Act, and the
  Office of Civil Rights mandates that patients
  with limited English skills have equal access to
  health care as those who are English speakers (
  Title VI of the Civil Rights Act of 1964) .
  Interpreter services are key to the realization
  of this mandate.

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Duties of a HCI

• Provide effective interpretation.
• Facilitate linguistic and cultural communication
  between patients and health care providers in
  English and Language of Service.

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Tasks of a HCI

• Interpret.
• On line, over the phone, simultaneous,
  consecutive, site translation.
• Translate documents.
• Medical lectures, brochures, flyers, consent
  forms, medical notes, prescriptions, discharge
  instructions, medical procedures and instructions.

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Knowledge of a HCI

• Medical terminology
• Anatomy and Physiology
• Pathophysiology
• Surgical Procedures
• Diagnostic Procedures
• Consent forms
• Cultural backgrounds
• Legal and Medical aspects in the Health Care
  settings

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Skills of a HCI

• Ability to communicate clearly and fluently in
  English/Language of Service
• Ability to convey the message to different levels
  of education
• Ability to interpret different cultural beliefs
• Conduit
• Clarifier

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Skills of a HCI cont.

• Cultural Broker
• Advocate
• Interpret without own cultural beliefs
  interfering with the session
• Good listener
• No prejudice feelings

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Traits of a HCI

• Knowledgeable in Medical Terminology.
• Skill to convey message in proper way.
• Professionalism.
• Experience and Education in the Field.
• Love for the career.

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Attitudes of a HCI

• Professional behavior
• Dress Professionally
• Understanding
• Confidentiality
• Respectful

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Tools and equipment of a HCI

• Medical dictionary
• Medical books
• Computer
• Beeper
• Cell

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Early Evaluation FindingPHASE II DACUM FOR HCI

• The panel of curriculum experts take the tasks,
  knowledge and skills from the DACUM chart and
  arrange them into instructional units.
• Our 10 panelists came from 6 hospital or
  healthcare systems in LA, Orange, Santa Clara,
  Alameda, and San Francisco counties
• A substantial finding from our February 2005
  DACUM was the extent that translation services
  were provided by HCIs in a variety of
  hospital-based settings, in both Nor SoCal

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Health Care Interpreting

• First Semester
• Voc. English for Health Care.
• MEDI 90 (Medical terminology)
• ANATOMY 50 (Basic Anatomy and Physiology)
• Health Science Skills Lab 05 (Clinical Lab)

• Second Semester
• Voc Health 13
• Voc Health 14
• Voc Health 15

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VOC. English for Health Care

• Requirement for ESL students- may be waived for
  native English speakers.
• Recommended by ESL staff during Orientation.

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MEDICAL TERMINOLOGYMEDI 90

• Course description
• This is a credit by examination (CBE) course that
  includes the use and meaning of medical
  terminology as used in various allied health
  fields. Students who pass the final exam with a
  score of 70 or higher may petition for and
  receive 3 college units at Mt. SAC.

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Medical Terminology

• This is a credit by examination (CBE) course.
• Course Objectives
• Identify root words, prefixes, suffixes and
  combining forms of English health /medical terms.
• Learn the correct spelling, definition, usage,
  pronunciation and abbreviations of health/medical
  terms in English.
• Build confidence in using English medical terms.

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Basic Anatomy and Physiology

• Course Description
• This course is designed to familiarize the
  student with the gross anatomy and physiology of
  the Human Body.
• Introduction to the Human Body
• Chemical Aspects of Life
• The Cell, Tissues and Membranes
• All of the Body Systems (Nervous, Muscular,
  Skeletal, Urinary, Digestive etc.)

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Health Science Skills Lab 05

• This is self-directed with assignments to
  encourage and reinforce topics covered in both
  VOC ANAT 50 and VOC HLTH 12
• Suggested Video-listings to watch.
• Interactive Computer programs.
• Internet Sites.
• Audio and Video Recordings to enhance
  interpreting skills.

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Second Semester Classes

• VOC HEALTH 13 108 Hours
• Purpose To develop awareness, knowledge and
  skills necessary for effective language
  interpreting in health care settings emphasis on
  the rule and responsibilities of a health care
  interpreter, basic knowledge of common medical
  conditions treatments and procedures, insight in
  language and cultural nuances for specific
  communities necessary in the art of
  interpretation.

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MODULE 1Introduction to Health Care Interpreting
(40 hrs)

• Roles of Interpreter
• The Interpreter Code of Ethics
• Health Care in the US
• Standards of Care
• Culture Interpreting

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MODULE 2Basic Interpreting Skills (18 hours)

• Modes of Interpreting
• Pre-Sessions
• Being a conduit
• Being a clarifier
• Intervening
• Managing the Flow of the Session
• Memory Development
• Sight Translation

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MODULE 3Body systems Their Problems (36 hours)

• Medical Terminology-Anatomy Physiology,
  Pathophysiology Diagnosis-Procedures for
• Respiratory System Circulatory System
• Nervous System Musculoskeletal System
• Digestive System Integumentary System
• Endocrine System Urinary System
• Reproductive System

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MODULE 4Nutrition and Public Health (14 hours)

• Nutrition Maintaining a balance
• Common problems
• Nutrition diagrams
• Public Health
• HIV Childhood diseases
• Immunizations Other infectious diseases

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VOC Health 14 (108 hours)

• Enhancement of interpreting skills learned in VOC
  Health 13 covering specialized health care
  service areas such as genetics, mental health,
  and death and dying. Emphasis also on the
  development of cultural competency in the
  community and workplace and careers in
  interpreting.

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MODULE 5 Culture and Its Impact on Interpreting
(27 hrs)

• An introduction to Culture
• Spotting Cultural Bumps
• Recognizing Diversity
• Traditional Health Care in Specific Communities
• Application to the Culture Broker Role
• The Role of the Advocate
• Effective Communication
• Appropriate Advocacy

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MODULE 6 Interpreting for Examinations and
Procedures (27 hours)

• Physical Exam
• Neurological Exam
• Mental Status
• Role Plays for Interpreting for Exams
• Interpreting Consents
• Translation of Consents
• Assesses level of understanding for consents

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MODULE 7Mental Health/Death and Dying (27 hours)

• Substance Abuse
• Mental Health
• Domestic Violence
• Self-Care
• Death and Dying

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MODULE 8 Professional Development (27 hours)

• Critical Incidents
• Office of Civil Rights
• Confidentiality
• Ethics
• Preparing for Internship
• Writing a Resume
• Professional Conduct

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VOC HEALTH 1554 Hours Arranged

• Facilitating linguistic, cultural and
  communication between client and health care
  providers/hospital field experience.
• Seminar
• (20 hours, 4 hours/day X 5 Saturdays).
• Role Playing
• Video Testing
• Internship Preparation

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Health Care Interpreting Course Work
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ACKNOWLEDGEMENTS

• The California Endowment Ignatius Bau
• Funder of this project
• Gayle Tang, RN,MSN
• Health Care Interpreting Instructor, SFCC,
  KP of Northern California
• Jose Ramon Fernandez Pena, MD-MPA
• Associate Professor, SFSU Director Welcome
  Back Initiative
• Bonnie Adams, RN, MSN, Ed.D
• Curriculum Coordinator
• Mt. San Antonio College RHORC staff
• CCSF RHORC Staff Dept. of Health Sciences
• Curriculum writers our advisory groups DACUM
  panelists

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STATEWIDE DISSEMINATION

• Currently in process is a Grant with The
  California Endowment to take this model
  curriculum as a statewide project. Evaluation
  data will be shared.
• Community Colleges or Organizations interested?
• Contact RHORC John Cordova
• Mt. San Antonio College
• 1100 N. Grand Ave. Bldg. 35
• Walnut CA 91789
• Office [phone] x 6101
• Fax [phone]
• Email ihwac_at_mtsac.edu36