Interpreting ethics
This module of the Healthcare Interpreting program by Gaucha Translations emphasizes aspects of the Interpreter Codes of Ethics that are accepted by all codes first and focuses on aspects of interpreting codes that are specific to only one code at the end.
Language: This module is delivered in English.
Module Duration: 8 hours
Reference materials:
From the National Council on Interpreting in Healthcare
In Oregon, healthcare interpreters are bound by the NCIHC code of ethics by law.
- National Code of Ethics for Interpreters in Health Care – NCIHC, July 2004
- National Standards of Practice for Interpreters in Health Care – NCIHC, September 2005
- A Deeper Delve into Interpreter Advocacy to Prevent Harm in the Healthcare Encounter – NCIHC, February 2021
- Chart of Decision Questions – NCIHC, March 2021
A comparison of the different interpreting codes of ethics by Helen Eby:
- Comparison of interpreting codes of ethics in Oregon and Washington 2021
- Additional supporting materials
- Washington State Code of Professional Responsibility for Judiciary Interpreters
- Standards of Practice and Ethics for Washington State Judiciary Interpreters
Ethics syllabus
Delivery mode: Teleconference. See Technical requirements on the main class page.
For spoken languages. (Course delivered in English).
Each session will be one hour long, and participants will be expected to complete assignments and evaluations as homework.
The link to online sessions will be provided after payment has been received.
| SESSION | TOPIC | LEARNING OBJECTIVES | EVALUATION METHOD |
| 1 | Impartiality and Neutrality | Include a statement about impartiality in the interpreter’s introduction.
Describe three ways to promote impartiality in the session. Find ways to uncover our own implicit bias which impedes impartiality. |
Written paper answering questions raised in session. |
| 2 | Competency | This value is included in other codes, but not in NCIHC. What can we learn from the other codes? How should interpreters implement this value? | Written paper answering questions raised in session. |
| 3 | Confidentiality | Include a statement about confidentiality in the interpreter’s introduction.
Find two ways to promote confidentiality in the session. How do we discuss issues from the session with colleagues so we can learn and at the same time maintain confidentiality? |
Written paper answering questions raised in session. |
| 4 | Accuracy | Ways the interpreter can promote accuracy. Is accuracy attainable? Does accuracy mean that two different interpretations will be exactly the same? Tools the interpreter has to maintain accuracy:
The interpreter requests a repetition. The interpreter requests clarification Introduction of the concept of the interpreter talking about the interpreter in the third person during the session How can an interpreter be culturally sensitive? Presentation of ILR view of cultural competence (https://www.gauchatranslations.com/cultural-competence/) |
Written paper answering questions raised in session. |
| 5a | Professionalism | Ways the interpreter can grow in knowledge and skills. Resources available locally, nationally, online.
Associations, etc. Contractors are not controlled by those who hire them – but they have no guarantee of continued employment. What are some implications of the statements in the codes of ethics regarding professional demeanor? |
Interpreters submit a list of steps they are taking regarding professional development.
Steps interpreters take to appear professional at all times, submitted to the instructor by email. |
| 5b | Reporting obstacles to practice, ethical violations
(Professionalism part 2) |
These issues are in the Washington and Court interpreting codes, but not in the NCIHC. How important are they? Who would they be reported to? How do they apply to all interpreters? | One paragraph submitted to the instructor by email. |
| 6 | Honesty (Scope of Practice) | What is the scope of practice of the interpreter, and what is not?
How do interpreters avoid doing work that is not part of their scope of practice? How do they explain that this is not part of the scope of practice to the provider? |
Two examples of the scope of practice submitted to the instructor by email. |
| 7 | Advocacy | What are the benefits and dangers of advocacy in the interpreting session?
Advocacy in Workers Compensation sessions: not accepted by stakeholders. |
A short essay on issues presented in class submitted to the instructor. |
| 8 | HIPAA | Participants complete HIPAA training for Business Associates per instructions in this blog post and submit the certificate to the instructor. | Independent study. Cost: $25 |
| Final | Summative evaluation: Multiple choice questions and essay questions graded per rubric. |
Technical requirements for teleconferencing (not always applicable):
- Computer with high-speed internet connection (participants will be entering answers on their computers on a regular basis)
- Headset (using speakers for audio creates echoes for the other listeners)
- Microphone (all participants will be interacting live on their microphones)
| Date (all times in Pacific Time Zone) | Topic | Location |
|---|---|---|
| tbd, 2 hours | Ethics | Online |
| tbd, 2 hours | Ethics | Online |
| tbd, 2 hours | Ethics | Online |
| tbd, 2 hours | Ethics | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Medical terminology | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 2 hours | Sight translation and introduction to translation | Online |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |
| tbd, 9 to 12 and 1 to 4 | Interpreting skills: Consecutive, simultaneous | In person, location in Portland area to be determined |