Translating and Interpreting - Draft 2

PSPTIS118 Use routine health terminology in two languages_Draft 2

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Unit application and prerequisites

UNIT CODE

PSPTIS118

UNIT TITLE

Use routine health terminology in two languages

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to understand and use routine health terminology in two languages in general dialogue or monologue settings in general health and allied health contexts.

 

This unit applies to those working as interpreters in a range of general health and allied health contexts where health services are provided with direct patient contact involved, or general medical topics are discussed. The interpreter may be required to interact with patients, their families and the health professionals working with them.

 

General settings are those in which the context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. There are typically few, or only two, participants. Interpreting may be completed onsite or remotely. The elements of the setting permit the interpreter to manage the interaction to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation.

 

The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.

 

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

 

UNIT SECTOR

 

3 Comments

Not interpreting competence

"It should be remembered that the benchmark of competence in this unit is 'lower' than for the transfer units. Training for this unit builds ability to switch between languages. It does NOT require commensurate competence in accuracy. Accuracy is the province of the transfer units. This unit is a building block to transfer; it is about the nature of discourse and the ability to seamlessly switch between languages."

Heather Glass 05.06.2022 11.25AM

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Unit title

"The title of this unit and the question in the Validation Guide whether 'in interpreting' should be removed point to a degree of misunderstanding about the unit and what it describes. This unit and its Adv Dip counterpart are units in need of improvement. Apart from separating duplication of KE out of the Adv Dip units, amendments are needed to make it crystal clear that the units are about the ability to switch between languages in the context of types of discourse occurring in educational contexts. Changes proposed in the unit and in the Validation Guide indicate that understanding has degenerated to the units being only about words in two different languages. Nothing could be further from the original intention. These units were developed at some speed in 2015, and so are not as well worded as they could be. Either we need to expand the word 'terminology' to 'vocabulary and expressions', or we need to define the word 'terminology' to be understood as 'vocabulary and expressions in the discourse of...' What about something like 'Use two languages in interpreting health subject area discourses'?""

Heather Glass 05.06.2022 11.25AM

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Application - parameters of competence

"The amended wording of the unit application undermines the integrity of this unit and the competence benchmark it describes. This unit deals with vocabulary and expressions and the nature of discourse in the context of parameters that define the linguistic competence of the interpreter. The level of linguistic competence described in this unit is specific to routine and predictable situations involving no more than six interlocutors to whom the interpreter has physical and visual access. There is no evidence to suggest that the language competence necessary for audio interpreting is the same as the setting of this UoC (cf Dr Jim Hlavac). In fact, audio media preclude the demonstration of both verbal and non-verbal cues necessary to transfer of both content and intent of a message. Visual media also present challenges to identification and reproduction of both verbal and non-verbal cues, but straw polls of interpreters and the expert opinion of Dr Jim Hlavac strongly suggest that at least one interlocutor being physically present is within the linguistic competence this unit describes. Attempts to assess Diploma level linguistic competence using only remote media without the physical presence of at least one interlocutor are invalid and not based on empirical evidence that the language competences are equivalent to the face-to-face setting. Remove: 'Interpreting may be completed onsite or remotely.' Restore sentence to: The PHYSICAL elements of the setting must permit the interpreter to manage the interaction to ensure that utterances are suitable for retention and recall. Assess the ability to switch between languages in the context of particular types of discourse in this unit. "

Heather Glass 05.06.2022 11.24AM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Identify the context of health terminology.
    1. Identify key features of the public and private health system, including key people and structures in healthcare.
    2. Identify the elements and nature of interaction specific to routine communication in health and allied health contexts.
    3. Identify social, cultural and professional conventions and interpersonal and institutional dynamics of two languages appropriate to and observable in health and allied health contexts.
    4. Discuss the role and responsibilities of interpreters and others in general health and allied health contexts, including obtaining valid consent.
    5. Identify the consequences of incorrect interpreting in health and allied health contexts.
  1. Develop understanding of health terminology.
    1. Identify the fundamental word structure used in basic medical terms.
    2. Recognise and explain abbreviations for basic health specific terms and associated processes.
    3. Identify descriptors and euphemisms in two languages applicable to diagnosis and communication in healthcare.
    4. Research and develop knowledge of health and allied health terminology in two languages.
    5. Use intelligible pronunciation or signed production of health and allied health specific terminology.
  1. Use appropriate oral or signed communication in health contexts.
    1. Receive and understand oral or signed instructions, comments and advice using health terminology in two languages.
    2. Seek advice from appropriate persons to clarify correct use and meaning of terms and associated processes.
    3. Use routine health vocabulary and expressions in two languages.
    4. Use prosodic features, gestures and body language appropriate to the health and allied health context.

5 Comments

PC 3.3

"Amend to: Use routine health and allied health vocabulary and expressions in two languages when interpreting"

Heather Glass 05.06.2022 11.32AM

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PC 3.1

"Why are we suddenly getting specific about what constitutes communication? The candidate is dealing with communicative discourses. Again, are we trying to create mandatory requirements on which auditors can hang us, or are we trying to create vocational competence? Amend to: Receive and understand oral or signed communication using routine health vocabulary and expressions in two languages."

Heather Glass 05.06.2022 11.29AM

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Element 3

"Use appropriate oral or signed communication in interpreted discourses in health contexts"

Heather Glass 05.06.2022 11.28AM

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PC 2.4

"Amend to: Research and develop knowledge of health and allied health vocabulary and expressions in two languages"

Heather Glass 05.06.2022 11.27AM

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Element 1

"Amend to: Identify the context of discourses in health"

Heather Glass 05.06.2022 11.26AM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

UNIT MAPPING INFORMATION

Supersedes and is not equivalent to PSPTIS047 Use routine health terminology in interpreting (LOTE-English).

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for PSPTIS118 Use routine health terminology in two languages.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • use routine health terminology in two languages on at least two occasions, one in each language direction, including:
    • using social, cultural and professional conventions appropriate to the languages being used in a routine health or allied health setting, including:
      • customs, protocols and taboos
      • language varieties
      • idiom and colloquialisms
      • consistent use of forms of address.

1 Comments

Using two languages in interpreting

"There should be ABSOLUTELY NO suggestion that it is appropriate to assess the competence of this unit 'in each language direction'. Demonstration of competence has to be in interpreted discourse."

Heather Glass 05.06.2022 11.33AM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • basic anatomy and body systems
  • basic patient signs and symptoms
  • basic principles of health and disability insurance systems
  • basic principles of medications and prescriptions
  • departments and sections in a hospital
  • key community health services and their functions
  • health and allied health specialties
  • key people and institutions relevant to health and allied health systems
  • information sources for increasing health knowledge and terminology
  • routine medical conditions and investigations
  • routine medical procedures and relevant equipment
  • requirements for obtaining valid consent to treatment
  • security, confidentiality and privacy requirements
  • nature and structure of interpersonal and institutional dynamics relevant to health and allied health contexts
  • relevant legislation and government policies
  • WHS relevant to working in routine health contexts, including hygiene and infection control.

2 Comments

Relevant legislation and government policies

"So we put this in this unit, but exclude it from PSPTIS115. Where is the logic for that?"

Heather Glass 05.06.2022 11.36AM

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Terminology

"Let's make it 'vocabulary and expressions' so there is no more confusion?"

Heather Glass 05.06.2022 11.35AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a workplace or simulated environment that reflects workplace conditions.

 

Assessment must ensure access to:

  • scenarios, case studies, experiences or examples of interactions with colleagues and clients that require diverse skills and strategies for interpreting.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

1 Comments

Not interpreting

"This unit is NOT about demonstrating '...diverse skills and strategies for interpreting'. It is about '...using two languages in interpreting routine subject area discourses'', or similar....""

Heather Glass 05.06.2022 11.36AM

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