a closer look for trainers: lessons of the national job task analysis study of the healthcare...
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You can access the recording of the live webinar presenta6on at
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Home for Trainers Interpreter Trainers Webinars Work Group An ini6a6ve of the Standards and Training CommiBee
www.ncihc.org/home-‐for-‐trainers
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Housekeeping -‐ This session is being recorded -‐ Cer6ficate of ABendance *must aBend full 90 minutes *[email protected]
-‐ Audio and technical problems
-‐ Ques6ons to organizers -‐ Q & A -‐ TwiBer #NCIHCWebinar Home for Trainers Interpreter Trainers Webinars Workgroup
An ini6a6ve of the Standards and Training CommiBee www.ncihc.org/home-‐for-‐trainers
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Welcome! Guest Presenters:
Eliana Lobo, M.A., CoreCHITM
Natalya Mytareva, M.A., CoreCHITM
Overview 1. Why JTA? 2. What is JTA? Overview
of the NaJonal JTA Study project
3. Who are we, HC interpreters? JTA demographic results
4. What do HC interpreters do? JTA results
5. What now? JTA implicaJons for trainers
www.cchicerJficaJon.org
WHY?
www.cchicerJficaJon.org
In the U.S.: 25 million paJents
with Limited English Proficiency 2,700 CCHI-‐cerJfied interpreters
CCHI’s certification • high-‐stakes examina6ons for many candidates for
whom employment or hiring decisions may be based. • The validity and integrity of the examina6ons are
cri6cal. Hence, na6onal Job Task Analysis study – the founda6on for any cer6fica6on program.
www.cchicerJficaJon.org
JTA’s goal is to create a thorough, accurate and unbiased defini6on of the healthcare interpreter profession as it exists today.
www.cchicerJficaJon.org
Thorough:
We must understand and document the enJre breadth of the profession – everything that people are doing under the umbrella of the healthcare interpreter profession, including where and how they are providing these services.
www.cchicerJficaJon.org
Accurate:
We have to be honest in describing the profession as it actually exists. We cannot see the profession through rose-‐colored glasses of what some may want it to be. The NaJonal JTA 2016 provides the reality check to see what the profession is currently doing. www.cchicerJficaJon.org
Today:
We must describe the profession as it exists today without inserJng hopes or aspiraJons for what the profession should or could be like in the future.
www.cchicerJficaJon.org
Unbiased:
The definiJon must come from the profession itself -‐ not just an expert panel, or a focus group or industry leaders – but the enJre profession. And to accomplish that we must follow a specific process.
www.cchicerJficaJon.org
Subject Matter Expert Panel
This panel of 15 SMEs (subject maBer experts) was composed not of industry thought leaders but of actual prac66oners who represent a true cross-‐secJon of the healthcare interpreJng industry.
www.cchicerJficaJon.org
JTA Panelist Selection Factors:
www.cchicerJficaJon.org
Place of Interpre6ng Modality Frequency Years of Experience Addi6onal Experience Type of Employment Non-‐English language acquisi6on Educa6onal background Working Languages Geography Demographical Diversity
Survey Type Re-‐confirming the definiJon of the profession
vs StarJng from scratch
Ø CerJficaJon as a starJng point of professional career
Ø DefiniJon of the “Healthcare Interpreter” Ø DefiniJon of job domains Ø Statements vs QuesJons Ø RaJng job tasks on 3 scales
www.cchicerJficaJon.org
Relevance of JTA Report for Educators/Trainers
Provides staJsJcal data about: Ø Target audience Ø Job tasks & KSAs (knowledge, skills and
abiliJes) needed to perform them Ø Outlines cerJficaJon exams content
FoundaJon for curriculum development
www.cchicerJficaJon.org
Definition of the Healthcare
Interpreter A person who is able to Ø perform the funcJons of a healthcare interpreter
competently, independently, and unsupervised Ø in any seeng and in any modality where health
care is provided, Ø with the knowledge, skill, and ability required to
relay messages accurately from a source language to a target language in a culturally competent manner and in accordance with established ethical standards.
Job Domains = Certification Exams domains
Job Domains CCHI Exam 1. Professional
Responsibility & Interpreter Ethics
2. Manage the InterpreJng Encounter
3. Healthcare Terminology 4. U.S. Healthcare System 5. Cultural Responsiveness 6. Interpret in Healthcare
Seengs
1. CoreCHI™ Exam
2. CoreCHI™ Exam
3. CoreCHI™ Exam & CHI™ Exam
4. CoreCHI™ Exam 5. CoreCHI™ Exam &
CHI™ Exam 6. CHI™ Exam
Observations Ø Lower social engagement by spoken language
healthcare interpreters compared to ASL or court interpreters and to translators
Ø Lack of familiarity with online tools of engagement – survey, social media
www.cchicerJficaJon.org
JTA Survey Results
JTA survey was conducted on May 16 – July 10, 2016 Ø Total submiBed – over 2,300 Ø Total used for analysis – 2,095 Ø Demographic data collected – ≈1,750
www.cchicerJficaJon.org
More people answered
Demographics in 2016 than in 2010
What does JTA tell us about us and the profession?
Mostly of middle age: Ø 41-‐60 yrs old – 58% Ø 31-‐40 yrs old – 19% Ø Over 61 yrs old – 14% Ø 18-‐30 yrs old – 9%
www.cchicerJficaJon.org
76% 24% 78% in 2010
12% in 2010
What does JTA tell us about us and the profession?
4. Well educated: Ø Associate or Bachelor’s – 58% Ø Master’s – 23.5% Ø High School only – 13% Ø PhD – 5.5%
5. Don’t have degrees in HC InterpreJng: Ø More than 40 hrs – 81% Ø Less than 40 hrs – 6% Ø Associate degree in HCI – 6% Ø Bachelor’s or Master’s – 4%
www.cchicerJficaJon.org
52% in 2010
22% in 2010
65% in 2010
What does JTA tell us about us and the profession?
6. Stable as a profession (Years of experience): Ø Less than 2 years -‐ 14% Ø 2 to 5 years -‐ 24% Ø 6 to 10 years -‐ 25% Ø 11 to 20 years -‐ 26% Ø 21 or more -‐ 11%
www.cchicerJficaJon.org
What does JTA tell us about us and the profession?
7. Primary modality of HC InterpreJng:
www.cchicerJficaJon.org
[CATEGORY
NAME] [PERCE
[CATEGORY NAME]
[PERCENTAGE]
[CATEGORY NAME]
[PERCENTAGE]
In person OPI VRI
VRI in 2010 2% OPI in 2010
14%
What does JTA tell us about us and the profession?
8. SJll wear mulJple hats: Ø HC interpreter – 92%
Other hats: § Interpret in HC + other seengs – 32% § Interpret & translate – 24%
Ø HCI manager – 83% also interpret Ø HCI trainer – 90% also interpret Ø Bilingual HC provider (121 r) – 81% also interpret
www.cchicerJficaJon.org
71% in 2010
What does JTA tell us about us and the profession?
9. Half are freelancers: Ø Freelancers – 50% Ø Staff – 41 Ø Both Staff & Freelancers – 7%
10. Work less than part-‐Jme in HCI (per week):
Ø 1-‐20 hrs – 52% Ø 21–40+ hrs – 48%
www.cchicerJficaJon.org
What does JTA tell us about us and the profession?
11. Speak 48 languages (+other): Ø Spanish – 60% Ø ASL – 9% Ø Mandarin – 4%
Top 3 in 2010: Spanish, Russian
Mandarin; ASL did not parJcipate in 2010
What does JTA tell us about us and the profession?
12. Mostly naJve speakers of non-‐English language:
www.cchicerJficaJon.org
72% 22% 6%
What does JTA tell us about us and the profession?
13. Work in mulJple HC seengs: Ø 3 seengs or more – 47% Ø Hospital – 80% (exclusively – 19%) Ø OutpaJent Clinic – 63% Ø Physician PracJce – 57% Ø Public Health – 29% Ø Home Health – 26% Ø Health Insurance Company – 14%
14. Respondents’ cerJficaJon status:
Ø CCHI-‐cerJfied – 63% Ø Holders of a CCHI cerJficaJon + 1 more – 8%
www.cchicerJficaJon.org
66% in 2010
Domain I. Professional Responsibility & Interpreter Ethics
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%
Not at all within 6 m ajer 6 m
17.9% 13.9% 38.9% ExpectaJons
Domain I. Professional Responsibility & Interpreter Ethics
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
No Minimal Moderate Substan6al/Extreme
11.5% 18.5% 10.4%
Consequences
Domain I. Professional Responsibility & Interpreter Ethics
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Never/Barely 1 per month 1 per week Daily
11.4% 12.2% 29.3% Frequency 53.7%
Domain IV. U.S. Healthcare System
Task: Maintain working familiarity with the US health system as a part of a legal and socioeconomic environment with its own culture and organizaJonal structure to predict and respond to events appropriately and navigate the system effecJvely.
www.cchicerJficaJon.org
Domain IV. U.S. Healthcare System
Knowledge of: 1. U.S. healthcare delivery systems 2. Public health and its implicaJons on populaJons 3. Federal and state legislaJon and regulaJons pertaining to
language and healthcare access 4. Applicable legislaJon and regulaJons regarding the role of
interpreters as mandated reporters 5. Latest developments in the U.S. health and healthcare system 6. Relevant organizaJonal structure and protocols 7. Roles and responsibiliJes of healthcare providers and staff 8. Social determinants of health 9. Relevance of dispariJes that prevent access to health care
www.cchicerJficaJon.org
Domain IV. U.S. Healthcare System
Skill in: 1. Using health system terminology 2. LocaJng resources and informaJon about legislaJon
and regulaJons that pertain to the U.S. health system
3. Abiding by standard operaJng procedures 4. Asking for informaJon on organizaJonal protocols
www.cchicerJficaJon.org
Domain IV. U.S. Healthcare System
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Maintain familiarity with system
Not at all within 6 m ajer 6 m
36.8%
ExpectaJons
Domain IV. U.S. Healthcare System
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Maintain familiarity with system
No Minimal Moderate Substan6al/Extreme
13.3% 24.5% Consequences
Domain V. Cultural Responsiveness Tasks: 1. Recognize that individuals have different levels of
acculturaJon and intracultural variaJon in order to avoid making assumpJons that may misrepresent a speaker’s meaning.
Knowledge of: Ø Culture of par6cipants in a healthcare encounter Ø Healthcare interpreter standards of prac6ce Ø Effect of one’s own culturally embedded behaviors and mannerisms and
those of other par6es
Skill in: Ø Monitoring own assump6ons Ø Interpre6ng verbal and nonverbal communica6on Ø Interpre6ng culturally embedded behaviors and mannerisms
Domain V. Cultural Responsiveness
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
Recognize individual varia6on
Never/Barely 1 per month 1 per week Daily
6.9%
20.8% 30.8%
Frequency 41.5%
Domain V. Cultural Responsiveness
Tasks: 2. Serve as a culture mediator by recognizing when there is risk of potenJal miscommunicaJon and responding appropriately so that each person’s own beliefs are expressed. Knowledge of: Ø Cultures of par6cipants in a healthcare encounter Ø Healthcare interpreter standards of prac6ce Ø Various interven6on strategies Skill in: Ø Assessing situa6ons and determining the most appropriate
interven6on Ø Applying an incremental approach to interven6ons
Domain V. Cultural Responsiveness
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
Serve as culture mediator
Never/Barely 1 per month 1 per week Daily
Frequency 36%
Domain VI. Interpret in Healthcare Settings
Tasks: 1. Interpret consecuJvely 2. Interpret simultaneously 3. Sight translate a wriuen message 4. Translate a wriuen message 5. Maintain fidelity to the message
www.cchicerJficaJon.org
Domain VI. Interpret in Healthcare Settings
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Interpret consecu6vely
Interpret simultaneously
Sight translate Translate wriBen message
Maintain fidelity to message
Not at all within 6 m ajer 6 m
70.8%
3.7%
11.8% ExpectaJons
11.7%
Domain VI. Interpret in Healthcare Settings
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Interpret consecu6vely
Interpret simultaneously
Sight translate Translate wriBen message
Maintain fidelity to message
Never/Barely 1 per month 1 per week Daily
18.4% 36% 23.1% Frequency 53.6%
Translate or Not? That is the question!
55% of respondents sJll do some translaJon on the job as healthcare interpreters
www.cchicerJficaJon.org
8 Growth Opportunities in Interpreter Education
1. Message analysis & criJcal thinking skills 2. Familiarity with online tools of engagement – survey,
social media, etc. 3. Knowledge of professional ethics, especially:
Ø Need for advocacy Ø Adherence to safety measures
4. Familiarity with healthcare seengs 5. Thorough understanding of cultural competence/
responsiveness concepts 6. Understanding of & skills in accuracy (“maintaining
fidelity”) of interpreJng 7. Simultaneous interpreJng skills 8. Understanding appropriateness of wriuen translaJon
www.cchicerJficaJon.org [email protected]
CCHIcerJficaJon @CCHIcerJfy
CerJficaJon Commission for Healthcare Interpreters
Resources
JTA findings Home for Trainers Webinars Message analysis Ø Gloss Up Glossaries! Expanding the Applica6on of
Glossaries in Interpreter Training Programs Ø Transla6on: A Mul6func6onal Tool in the
Interpreter's Toolbox CriJcal thinking skills "Help! What do I do Now?" Improving Decision-‐Making
Skills for Interpreters using Demand-‐Control Schema
Knowledge of Professional Ethics
Teaching Ethical Decision-‐Making to Healthcare Interpreters
Familiarity with Healthcare Seengs
Ø Please Do, Please Don't: Partnering with the Provider for a Successful Encounter
Ø Spreading Safety, Not Germs: How to Teach Infec6on Control to Medical Interpreters
Cultural Competence concepts
Cultural Incompetence: A Fix-‐It Webinar for Interpreter Trainers
Resources Example from Federal AviaJon AdministraJon – linking JTA & Curriculum development: hups://www.faa.gov/training_tesJng/training/aqp/more/curriculum/
Share Your resources – type in the Chat box or email ajer the webinar
www.cchicerJficaJon.org
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• Next webinar: December 15, 2016
• Session Evalua6on
• Follow up via email:
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