University of Arizona, Tucson, AZ, USA.
J Transcult Nurs. 2011 Apr;22(2):109-15. doi: 10.1177/1043659610395767.
The purpose of this special section is to describe culturally competent approaches for working with translators or interpreters who participate in transcultural studies. This article provides background for three exemplars of lessons learned in working with translators in transcultural studies: (a) the resettlement transition experiences of women from the Dinka tribe of Southern Sudan (Baird), (b) Samoans' risk for heart disease (Siaki), and (c) culturally Deaf adults' perceptions about depression (Sheppard).Capitalizing the word "Deaf" has gained wide acceptance to indicate a linguistic minority of people who have a hearing loss and use American Sign Language, a hallmark of Deaf culture. In each case, the individual researcher made adaptations to the usual processes of translation/back-translation when appropriate to the cultural context and the specific situations of the translators. Although these lessons were learned during research-related activities, they may apply to other circumstances when nurses work with bilingual/bicultural translators (e.g., translating consent forms or communicating with persons who have limited literacy in their native language).
本专题部分的目的是描述与参与跨文化研究的译员或口译员合作的文化能力方法。本文为在跨文化研究中与译员合作的三个范例提供了背景信息：（a）来自苏丹南部丁卡部落的妇女的重新安置过渡经历（Baird），（b）萨摩亚人患心脏病的风险（Siaki），以及（c）文化聋人成年人对抑郁症的看法（Sheppard）。将“聋人”大写已被广泛接受，以表示有听力损失并使用美国手语的少数语言人群，这是聋人文化的标志。在每种情况下，当文化背景和译员的具体情况需要时，个别研究人员都会对翻译/回译的常规流程进行调整。尽管这些经验是在与研究相关的活动中获得的，但它们可能适用于护士与双语/文化译员合作的其他情况（例如，翻译同意书或与母语读写能力有限的人沟通）。
