ABSTRACT

The project aimed to explore what interpreting students’ written reflections reveal about the impact of Interprofessional Education (IPE) on their development as future practising professionals.

Student health interpreters from the Auckland University of Technology and postgraduate Speech Science students from the University of Auckland, who were already registered speech and language therapists (SLTs), had a shared 3-hour interprofessional education session which involved semi-authentic role play scenarios. Student healthcare interpreters took turns taking on the role of interpreter or client, while SLTs conducted assessment sessions as they normally would. Scenarios involved a child with language delay accompanied by a parent, and an elderly adult being assessed following a stroke. Student health interpreters reflected on the experience in written reflective assignments which were thematically analysed and coded into five main themes using NVivo software.) Student reflections showed that they had found the experience very beneficial, with comments focusing on the interpreters’ code of ethics; understanding each other’s roles and how these differ in the SLT context; collaboration between professionals; competence; and the importance of practice for problem-solving.

摘要

该项目旨在探索解释学生的书面反思揭示了跨专业教育 (IPE) 对他们作为未来执业专业人士发展的影响。

来自奥克兰理工大学的学生健康口译员和来自奥克兰大学的研究生言语科学学生，他们已经是注册的言语和语言治疗师 (SLT)，他们共享了一个 3 小时的跨专业教育课程，其中包括半真实的角色扮演场景。学生医疗保健口译员轮流担任口译员或客户的角色，而 SLT 则像往常一样进行评估会议。场景涉及在父母陪同下出现语言迟缓的儿童，以及中风后接受评估的老年人。学生健康口译员对书面反思作业的经验进行了反思，这些作业使用 NVivo 软件进行了主题分析并编码为五个主题。）学生的反思表明，他们发现这种经验非常有益，评论侧重于口译员的道德规范；了解彼此的角色以及这些角色在 SLT 环境中的不同之处；专业人士之间的合作；权限; 以及练习对解决问题的重要性。