Certification Commission for Healthcare Interpreters Receives Accreditation of its CHI™ Certificationfrom the National Commission for Certifying Agencies (NCCA)
11.20.2015
WASHINGTON June 29, 2012—The NCCA accredited the Certification Commission for Healthcare Interpreter (CCHI) CHI™-Spanish Certification for a five-year period, expiring June 30, 2017 during its recent meeting. “CCHI is the first and only organization certifying healthcare interpreters to
receive NCCA accreditation,” said Natalya Mytareva, CCHI Chair.
Founded in July 2009, CCHI is a professional certification organization acting in the public
interest by establishing and enforcing education, examination, experience and ethics requirements for certification. Currently, 314 healthcare interpreters are certified to use the CHI™-Spanish designation.
CCHI received NCCA accreditation of its Certified Healthcare Interpreter (CHI™) program by submitting an application demonstrating the program’s compliance with the NCCA’s Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the Institute for Credentialing Excellence (formerly the National Organization for Competency Assurance). Since 1977, the NCCA has been accrediting certifying programs based on the highest quality standards in professional certification to ensure the programs adhere to modern standards of practice in the certification industry. To view the standards visit http://www.credentialingexcellence.org/ncca .
There are more than 260 NCCA accredited programs that certify individuals in a wide range of
professions and occupations including nurses, financial professionals, respiratory therapists, counselors, emergency technicians, crane operators and more. Of ICE’s more than 330 organizational members, over 120 of them have accredited programs.
ICE’s mission is to advance credentialing through education, standards, research, and advocacy to ensure competence across professions and occupations. NCCA was founded as a commission whose mission is to help ensure the health, welfare, and safety of the public through the accreditation of a variety of certification programs that assess professional competence. NCCA uses a peer review process to: establish accreditation standards; evaluate compliance with these standards; recognize programs which demonstrate compliance; and serve as a resource on quality certification.
Getting Ready For Your Written Certification Exam
Vera Duarte, a Primary Instructor for medical interpretation courses, holds a BA and MA in Foreign Language Education from universities in Portugal and an MA in Applied Linguistics from the University of Massachusetts. Ms. Duarte is certified by the Massachusetts Department of Education to teach ESL to grades 5-12. She currently teaches ESL, World Literature, and Medical Interpretation at Cambridge Rindge and Latin School in Cambridge, MA.
Communicator Express May 2011
In support of the “Official Launch of the National Standards for Healthcare Interpreter Training Program by the National Council on Interpreting in Health Care (NCIHC)”
The official launching of the National Standards for Healthcare Interpreter Training Program (the national training standards) by the National Council on Interpreting in Health Care (NCIHC) was
presented during the NCIHC annual membership meeting May 2011 in New Orleans. The NCIHC Standards, Training and Certification Committee (STC) have been working on the final product for several years beginning with the initial core research and literature review conducted through focus groups, during NCIHC membership meetings, etc. As a result of the extensive research and literature review, national interpreter task analyses was performed in order to effectively and thoroughly identify interpreters’ “body of knowledge,” such as role, duties, skills, knowledge, training, etc. Once the
information was collected, the STC formed an advisory committee of experts in the field to begin drafting standards. In 2010, STC began to solicit feedback to ensure a thorough understanding of interpreter trainings at the national level and to again analyze the feedback. Next, the draft was
revised, proofread and published.
According to the STC, the national training standards are intended to provide a basis and a foundation for interpreter training programs. The NCIHC national training standards are intended to enhance, guide and provide a working tool for interpreter
training programs. However, STC does recognize that many interpreter training programs already have many of the recommended components in place while other training programs may be missing some of the recommended national interpreter training elements.
The training standards are divided into three (3) sections:
I. Program Content Standards
(knowledge and interpreting skills),
II. Instructional Methods Standards
III. Programmatic Standards
The Program Content Standards begins with a breakdown of what knowledge and skills professional interpreters should be introduced to during interpreter training programs. Included in the Knowledge and Skills sections are:
A. Knowledge
1. The healthcare interpreting profession, i.e.,
a. Definition of interpreting (vs. bilingualism, translation)
b. Fields of interpreting (community interpreting, diplomatic interpreting, medical interpreting, etc.)
c. How interpreters are employed (dedicated, dual-role, contract, freelance, etc.)
d. An overview of healthcare interpreting history in the U.S.
e. Purpose, function and responsibilities of healthcare interpreters
f. Modes of interpreting in healthcare (consecutive, simultaneous, sigh translation),
g. Venue of interpreting (face to face, remote, etc.)
h. Relevant laws, standards, Official Launch of the National Stardards for Healthcare
Advancing LGBT Patient-Centered Care: Strategies to Create an Inclusive Environment
Recently there has been increased awareness of and attention to health care needs of theLesbian, Gay, Bisexual, and Transgender population.
• The Institute of Medicine released its report The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding in May 2011;
• The Centers for Medicare and Medicaid Services (CMS) have issued guidance for complying with inclusive patient visitation and decision-making conditions of participation, and;
• The Joint Commission has approved new accreditation standards that specifically prohibit discrimination inclusive of sexual orientation, gender identity and expression, and will be releasing a Field Guide for LGBT Healthcare later this year.
What do these new regulations and accreditation requirements mean? Why have the Institute of Medicine and The Joint Commission taken an interest in LGBT health and health care? And most importantly, what can my institution do to make sure that we are providing the highest quality care to our LGBT patients and families?
This webinar will share information about how your organization can become more sensitized to the needs of LGBT patients and families as part of your overall quality improvement strategy. Our speakers will share information on how to make the case for supporting LGBT Health Equity; Strategies for integrating LGBT health equity into your organization’s current systems for promoting quality; and Resources to evaluate your organization’s readiness to create an inclusive environment.
Session goals:
1.) Identify LGBT health care disparities;
2.) Identify legal, regulatory, and quality supports for LGBT health equity;
3.) Identify and understand how to use tools and strategies to help create a welcoming environment and support high quality care for LGBT patients and families.
Cross Cultural Communication Systems, Inc. to host Webinar on…
Cross Cultural Communication Systems, Inc. (CCCS, Inc.)
Embracing Culture
Cordially invites you to participate in an outstanding collaborative two-part Seminar being offered through our new Webinar series entitled:
Advancing Effective Communication, Cultural Competence, and Patient-and Family-Centered Care:
Roadmap for Hospitals
By: Dr. Christina Cordero
October 4, 2011
11:00 am – 12:30 pm EST
Improving Patient-Provider Communication to Support Safety and Quality: Implementing
A Plan that Works
By: Amy Wilson-Stronks
October 18, 2011
11:00 am – 12:30 pm EST
The two-part Seminar offered through CCCS Webinar Series scheduled
October 4th and 18th 2011
allows you the opportunity to train and learn without leaving your office.
Join the interactive seminar!
Limited Space Available Per Seminar
CCCS Awarded PRF48 Contract
CCCS Awarded PRF48 Contract
On April 1, 2011 CCCS was one of the vendors awarded the state contract PRF48 for Massachusetts. This means that CCCS is a recognized vendor to the state of Massachusetts for:
- Face to Face Oral Interpretation
- Simultaneous Oral Interpretation
- Over the Phone Oral Interpretation
- Written Translations
CCCS stands behind the quality of all of our products and we invite you to see how CCCS has been a pioneer in the interpreting industry.
CCCS, Inc has been a pioneer in many different aspects. In 1996, CCCS became one of the first institutes in the U.S. to teach healthcare interpreting. Our healthcare interpreting program was the result of many years of interpreting experience by CCCS’ founder and President Zarita Araujo-Lane, LICSW. Drawing on her experience in combination with her team that includes providers, interpreters and educators, she developed a unique program that included many firsts for the industry. Here are a few examples of how CCCS has proved to be an industry leader.
Accredited Interpreting School
CCCI, a division of CCCS, became the first accredited postsecondary school for interpreters in NH and possibly nationwide. In addition, CCCI is in the process of applying for the same status in Massachusetts.
Language Coaches
CCCS was one of the first companies and training institutions to introduce the concept of Language Coaches to the industry. Language Coaches are active experienced interpreters that work with students in small group settings where all of the students speak the same target language. Language Coaches are a key component of the course as they give personal attention to each member of the group and provide guidance and feedback to help the student improve their skills. CCCS has developed a training manual for their language coaches and by the end of 2011, both training and manuals will become available to the general population.
PLD 14th MID-YEAR CONFERENCEPRELIMINARY PROGRAM
Please take a look at the upcoming conference that will be held at the beginning of April.
PLD 14th MID-YEAR CONFERENCE
PRELIMINARY PROGRAM
THURSDAY, April 7th
Morning: possible White House tour
Afternoon (time TBD): Guided tour, in Portuguese, of the American Gallery of Art in DC
Evening: Dinner with NCATA, in DC (location and time TBD)
FRIDAY, April 8th
Sessions at the Embassy Suites:
8:15- 8:30 Welcome by PLD Administrator, Elena Langdon
8:30-10:00 Solange M. dos Santos A cesta e o cabaz: Financial Translation for Lusophone Africa from a Brazilian Perspective
10:00-10:30 (coffee break)
10:30-12:00 Naomi Sutcliffe de Moraes An Introduction to European Union Law for Translators
1:30-3:00 Kim Olsen & Doris Schraft Preparing for the Portuguese> English Certification Exam
3:00-3:30 ATA Headquarters visit
3:30-5:00 Timothy Yuan The Global Financial Crisis: What It Is and How to Translate It
Evening: Dinner at restaurant in Alexandria, TBD
SATURDAY, April 9th
Sessions at the Embassy Suites:
8:30-9:30 Marilda Averbug Myths about Conference Interpretation
9:40-10:40 Márcia Loureiro Comunicação Oficial e a Língua Padrão
10:40-11:00 coffee break
11:00-12:00 Eloisa Marques The art of editing, or what happens to your technical translation when you are done?
1:30-3:00 Zarita Araújo-Lane Learning medical terminology through case studies
3:00-3:30 coffee break
3:30-5:00 Arlene Kelly Color and Culture: Varying Descriptions of Physical Characteristics
Closing reception — location TBD
SUNDAY, April 10th
9:00am ATA Certification exam
Sunday morning passeio, location TBD
Ocean of Pearls-Feature Film
Amrit Singh is of two worlds, but belongs to neither. A turban-wearing Sikh, he has lived his life in North America out of sorts and out of place, cast adrift between East and West. Hoping for a new start, he embarks on an ambitious pursuit of success, but soon learns that he must first define his own singular identity before he achieves peace.
The trailer can be viewed by going to their official website at www.oceanofpearls.com.
Understanding Depression Across Cultures
Families participating in Head Start come from many different cultural backgrounds, bringing a unique blend of history, traditions andbeliefs to the tasks of child rearing and education. Some come from groups that have been oppressed for generations. Others arerecent immigrants, trying to combine their native culture with the one in which they currently live. Still others are deeply rooted in ahistory of cultural traditions. Similarly, all of the individuals who work in Head Start also bring their own rich cultural traditions andbeliefs to their work with families. As a result, families and Head Start staff may have different ideas about what is good for children.How long children sleep, what methods work to manage their behavior, what they expect at mealtimes, and how they play with otherchildren may all involve different cultural values. Recognizing that cultural heritage and identity influence each of us in many, profoundways is a first step in ….