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

Poll #1


WHY?


In the U.S.: 25 million paJents

with Limited English Proficiency 2,700 CCHI-‐cerJfied interpreters

About CCHI

Na6onal

Valid

Credible

Vendor Neutral

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.


JTA’s goal is to create a thorough, accurate and unbiased defini6on of the healthcare interpreter profession as it exists today.


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.


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.


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.


What? JTA Process

Engage Recruit

Conduct Analyze

Publish


Adjust

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.


JTA Panelist Selection Factors:


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


Poll #2


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


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 Structure

Domain

Tasks

Skills & AbiliJes

Knowledge


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


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


More people answered

Demographics in 2016 than in 2010

What does JTA tell us about us and the profession?


22%

8%

7%

6% MA-‐6%

4%


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%


76% 24% 78% in 2010

12% in 2010


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%


52% in 2010

22% in 2010

65% in 2010


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%



7. Primary modality of HC InterpreJng:


[CATEGORY

NAME] [PERCE

[CATEGORY NAME]

[PERCENTAGE]

[CATEGORY NAME]

[PERCENTAGE]

In person OPI VRI

VRI in 2010 2% OPI in 2010

14%


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


71% in 2010


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%



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


12. Mostly naJve speakers of non-‐English language:


72% 22% 6%


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%


66% in 2010

Do you see what I see?

InterpreJng staJsJcal data

www.cchicertification.org

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

Poll #3



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


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.



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



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



0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Maintain familiarity with system


36.8%

ExpectaJons


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


Healthcare Providers Interpreters

Bridge the Gap

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

Poll #4


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


6.9%

20.8% 30.8%

Frequency 41.5%


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


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Serve as culture mediator


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



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


70.8%

3.7%

11.8% ExpectaJons

11.7%


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


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


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

The JTA Study Report will be published in November

and available at www.CCHIcerJficaJon.org

www.cchicerJficaJon.org [email protected]

CCHIcerJficaJon @CCHIcerJfy

CerJficaJon Commission for Healthcare Interpreters

Poll #5


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


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QuesJons???

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•  Next webinar: December 15, 2016

•  Session Evalua6on

•  Follow up via email:

[email protected]



Announcements

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You can access the recording of the live webinar presenta6on at

www.ncihc.org/trainerswebinars

