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Career Ladder Options


Susan Hines, RN, BSN. Bruce Hines, PhD. Jondea Orr, RN, BSN. Elizabeth ... Susan Hines, RN, BSN. Materials from the San Francisco City College Summer Institute ... – PowerPoint PPT presentation

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Title: Career Ladder Options

Career Ladder Options Supplements to
Community-Based Health Worker Training
Healthcare Interpreters
  • Jesus Oliva, MD Mt. SAC RHORC
  • Patty Perkins, MS, MPH CCSF RHORC

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

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

Developing a Curriculum (DACUM)Health Care
  • A panel of experts guided by a trained
  • Task complete a job analysis
  • Duties
  • Tasks
  • Knowledge
  • Skills
  • Traits
  • Attitudes
  • Tools and equipment

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
JOB ANALYSIS FOR HCI Conducted Jan. 31/Feb. 1,
  • Focus statement
  • Duties
  • Tasks
  • Knowledge
  • Skills
  • Traits
  • Attitudes
  • Tools and equipment

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.

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

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.

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

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

Skills of a HCI cont.
  • Cultural Broker
  • Advocate
  • Interpret without own cultural beliefs
    interfering with the session
  • Good listener
  • No prejudice feelings

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.

Attitudes of a HCI
  • Professional behavior
  • Dress Professionally
  • Understanding
  • Confidentiality
  • Respectful

Tools and equipment of a HCI
  • Medical dictionary
  • Medical books
  • Computer
  • Beeper
  • Cell

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

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

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

  • 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.

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.

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.)

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.

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

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

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

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

MODULE 4Nutrition and Public Health (14 hours)
  • Nutrition Maintaining a balance
  • Common problems
  • Nutrition diagrams
  • Public Health
  • HIV Childhood diseases
  • Immunizations Other infectious diseases

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

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

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

MODULE 7Mental Health/Death and Dying (27 hours)
  • Substance Abuse
  • Mental Health
  • Domestic Violence
  • Self-Care
  • Death and Dying

MODULE 8 Professional Development (27 hours)
  • Critical Incidents
  • Office of Civil Rights
  • Confidentiality
  • Ethics
  • Preparing for Internship
  • Writing a Resume
  • Professional Conduct

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

Health Care Interpreting Course Work
  • 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

  • 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 (909) 594-5611 x 6101
  • Fax (909) 468-4093
  • Email ihwac_at_mtsac.edu36