Interpreters' experiences of participating in an introduction course in the healthcare sector. An ethnographic field observation study

Abstract

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.