Keeton Nicola, Kathard Harsha, Singh Shajila
University of Cape Town, Faculty of Health Sciences, F56 Old Main Building, Groote Schuur Hospital, Observatory, Cape Town, Western Cape, 7925, South Africa.
BMC Res Notes. 2017 Nov 2;10(1):546. doi: 10.1186/s13104-017-2874-4.
Worldwide there is an increasing responsibility for clinical educators to help students from different language backgrounds to develop the necessary skills to provide health care services to a linguistically diverse client base. This study describes the experiences of clinical educators who facilitate learning in contexts where they are not familiar with the language spoken between students and their clients. A part of the qualitative component of a larger mixed methods study is the focus of this paper. Semi-structured interviews were conducted with eight participants recruited from all audiology university programmes in South Africa. Thematic analysis allowed for an in depth exploration of the research question. Member checking was used to enhance credibility. It is hoped that the findings will inform training programmes and in so doing, optimize the learning of diverse students who may better be able to provide appropriate services to the linguistically diverse population they serve.
Participants experienced challenges with fair assessment of students and with ensuring appropriate client care when they were unable to speak the language shared between the client and the student. In the absence of formal guidelines, clinical educators developed unique coping strategies that they used on a case-by-case basis to assess students and ensure adequate client management when they experienced such language barriers while supervising. Coping strategies included engaging other students as interpreters, having students role-play parts of a session in English in advance and requesting real-time translations from the student during the session. They expressed concern about the fairness and efficacy of the coping strategies used.
While clinical educators use unique strategies to assess students and to ensure suitable client care, dilemmas remain regarding the fairness of assessment and the ability to ensure the quality of client care.
在全球范围内，临床教育工作者帮助来自不同语言背景的学生培养必要技能，以便为语言多样化的客户群体提供医疗保健服务的责任日益重大。本研究描述了临床教育工作者在不熟悉学生与客户之间所使用语言的情况下促进学习的经历。本文聚焦于一项更大规模混合方法研究的定性部分。对从南非所有听力学大学课程中招募的八名参与者进行了半结构化访谈。主题分析有助于深入探究研究问题。采用成员核对来提高可信度。希望研究结果能为培训项目提供参考，从而优化不同学生的学习，使他们更有能力为所服务的语言多样化人群提供适当服务。
当临床教育工作者无法说客户与学生之间共通的语言时，他们在公平评估学生以及确保提供适当的客户护理方面遇到了挑战。在缺乏正式指导方针的情况下，临床教育工作者制定了独特的应对策略，在监督过程中遇到此类语言障碍时，他们会根据具体情况逐一使用这些策略来评估学生并确保对客户进行充分管理。应对策略包括让其他学生担任口译员、让学生提前用英语对部分环节进行角色扮演以及在环节进行过程中要求学生进行实时翻译。他们对所使用应对策略的公平性和有效性表示担忧。
虽然临床教育工作者使用独特策略来评估学生并确保提供合适的客户护理，但在评估的公平性以及确保客户护理质量的能力方面仍存在困境。
