15 CHAPTER 15 HEALTH SERVICES

Objective:

In a Spanish for the Professional class, students will practice effective communication between a Spanish-speaking patient with a medical emergency and a healthcare provider.

Participants:

• Student 1 (Patient): Spanish-speaking individual with a broken bone.
• Student 2 (Healthcare Provider): Healthcare professional attending to the patient.

Scenario:

Student 1 has arrived at the emergency room with a broken bone and speaks only Spanish. Student 2, the healthcare provider, needs to assess the situation, ask relevant questions, and provide appropriate medical care while communicating effectively in Spanish.

Instructions:

1. Student 1 (Patient) should act like they are experiencing pain and discomfort due to a broken bone. They should only communicate in Spanish and describe their symptoms, including the location and severity of the pain.
2. Student 2 (Healthcare Provider) should greet the patient and introduce themselves as a healthcare provider. They should reassure the patient and ask relevant questions to gather information about the injury, such as how it occurred when it happened, and any other symptoms the patient may be experiencing. Student 2 should also provide medical assistance and explain the treatment plan in Spanish.
3. Both students should engage in a dialogue that reflects a real-life emergency room scenario. Student 2 should demonstrate empathy, active listening, and clear communication throughout the interaction. Student 1 should provide accurate information about their condition and express any concerns or questions they may have.
4. After the role-play, the class can discuss the communication strategies, any challenges encountered, and ways to improve effective communication between healthcare providers and patients who speak different languages.

Roles:

• Student 1 (Patient): Describe the pain and discomfort caused by the broken bone. Express any concerns or questions about the treatment.
• Student 2 (Healthcare Provider): Assess the patient’s condition, ask relevant questions to gather information, provide medical assistance, and explain the treatment plan in Spanish.

2. Role Play Communication Assignment: Surgery Room Scenario

Objective:

To communicate effectively between a Spanish-speaking patient undergoing heart surgery and a heart surgeon in a Spanish for the Professional class.

Participants:

• Student 1 (Patient): Spanish-speaking individual undergoing heart surgery.
• Student 2 (Heart Surgeon): Healthcare professional performing the surgery.

Scenario:

Student 1 is in the surgery room, preparing for heart surgery and feeling scared. They speak only Spanish and need reassurance and information from the heart surgeon, Student 2. Student 2 must communicate effectively in Spanish, provide explanations about the procedure, and offer support to alleviate the patient’s fears.

Instructions:

1. Student 1 (Patient) should express their fears and concerns about the upcoming heart surgery in Spanish. They should seek reassurance and ask any questions about the procedure.
2. Student 2 (Heart Surgeon) should greet the patient, introduce themselves as the surgeon, and address their fears and concerns. In clear and reassuring Spanish, they should explain the surgery procedure, potential risks, and what to expect during and after the operation.
3. Both students should engage in a dialogue that reflects a real-life surgery room scenario. Student 2 should demonstrate empathy, competence, and clear communication throughout the interaction, while Student 1 should express their emotions and ask any necessary questions.
4. After the role-play, the class can discuss the effectiveness of the communication strategies, the importance of providing emotional support to patients undergoing surgery, and ways to improve patient-provider interactions in healthcare settings.

Roles:

• Student 1 (Patient): Express fears and concerns about the surgery. Seek reassurance and ask questions about the procedure.
• Student 2 (Heart Surgeon): Address the patient’s fears and concerns. Explain the surgery procedure, potential risks, and what to expect during and after the operation in clear and reassuring Spanish.

Translation Challenge

1. Patient rights

1. Translate from English to Spanish the following text:

2. Discussing Translation Challenges

1. Translation Difficulties Discussion: In pairs or small groups, discuss the challenges you encountered while translating the paragraph. Consider intricacies related to medical terms, cultural concepts, and maintaining the original meaning.
2. Comparison and Analysis:
   • Classmate 1: Review their translation and identify any differences or similarities compared to your own. Note any distinct phrasing or choices they made.
   • Classmate 2: Analyze their translation and pinpoint any variations in wording, tone, or structure compared to your translation.
   • Classmate 3: Evaluate their translation, focusing on differences or similarities in conveying the original paragraph’s nuances and meaning.
   • Classmate 4: Examine their translation, highlighting any unique approaches or word choices that deviate from your version.

3.  Sharing Insights

1. 4. Group Discussion: Come together as a class and share your observations from comparing the translations. Discuss the intricacies of translating legal and technical terms, adapting cultural context, and maintaining clarity.
   5. Reflection and Feedback: Reflect on the challenges of translating legal and bureaucratic language. Discuss the importance of conveying accurate information while ensuring the text remains comprehensible for the target audience.

2. Hospital’s Diversity Statement. 

1. Translate from English to Spanish the following text: