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Interpreters' experiences of participating in an introduction course in the healthcare sector. An ethnographic field
Dorthe S Nielsen1,2,3, Leila S Abdulkadir1, Charlotte Rehling1
1Migrant Health Clinic, Odense University Hospital, Odense, Denmark.
Aim:
We aimed to explore how interpreters experienced being part of a special designed health introduction course and to obtain their perspectives on the learning process. The overall aim was to improve health care to patients with language barriers.
Design:
With a hermeneutic phenomenological approach, we used participant observations as a method for collecting data.
Method:
The teaching methods used were case-based learning, role-play and active involvement including dialogs, discussions and critical reflections. The interpreters were divided into teams of 10-15 interpreters. Over the duration of 6 weeks, teaching sessions were conducted, with 3 hr/week planned.
Results:
The findings emphasize the importance of providing the interpreters with education, supervision and a work environment where they can confidentially share and get competent feedback on their experiences and linguistic skills, in order to ensure patients get the correct information in their native language.
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