CHCPOL003: Student Research Report on Language Barriers in Nursing

This student assessment is a written research report for the CHCPOL003 unit, focusing on minimizing language barriers when communicating with clients in a healthcare setting. The assignment requires the student to identify two research areas related to the topic, such as the role of language training and interpreters. The report includes the student's rationale for the research, a clear research question and hypothesis, a defined research objective, and the identification of a connected discipline. The student is required to list credible data sources and evaluate methods for gathering information, such as interviews and systematic reviews, to answer the research question. The assessment emphasizes the application of professional standards, research methodologies, and analytical processes to improve nursing practice and patient-centered care. The report also includes details on the assessment process, reasonable adjustments, and the student's declaration of originality.

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Student Name: Student ID:
Group: Date:
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency based on the submission of
your completed assignments against the requirements of this unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the quality of
performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make a judgement on
whether competency has been achieved and to determine if the participant has performed to the standard expected to
meet the unit requirement and learning outcomes. Competency results for each unit are recorded in the Record of
Assessment Form.
Reasonable Adjustment
Careers Australia will allow flexibility in relation to the way in which each unit is delivered and assessed based on the
student’s requirement. The following are the reasonable adjustments for this unit:
Trainer/Assessor must select which of the following is suitable for this unit and DELETE rows that are not
applicable
Reasonable Adjustment for this unit College Based On-Line Delivery
The assistance of a Learning Support Teacher for LLN issues
Modifications to physical environment, e.g. Wheelchair access
Changes to course design, e.g. Instead of written assessment task – change to verbal
questioning & assessor to write the answers
Changes in lecture schedules and arrangements, e.g. Relocating classes to an accessible venue
Modifications to computer equipment in the computer lab
Provision of information or course materials in accessible format, e.g. A textbook in braille
Supply of specialised equipment or services, e.g. A note taker for a student who cannot write
Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Students who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not satisfactory’.
You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your assessor for this unit of
competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed
and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed in only the areas
assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall
understanding of this unit has not been achieved. Students that are assessed ‘satisfactory’ after re-assessment of areas
deemed NS will achieve competency for this assignment.
I acknowledge the assessment process has been explained and agree to undertake the assessment. I am aware of Careers Australia’s appeals process,
should the need arise. I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of
competency. I declare that the work contained in this assessment is my own, except where acknowledgment of sources is made. I understand that a
person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
Student Signature: __________________________ Date: ______
Assessor use only
Assessor Comment/Feedback: _________________
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Assessor Name: ____________________________ Assessor Signature: _______________________________
Date: _________________ Result: Satisfactory/Not Satisfactory
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12th January 2017 Page 1

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Results entered by: Date: Skills Centre:
ASSESSMENT: Written report - Research assignment – 2 topics
S/NS result given. Must attain a satisfactory result.
Assignment INSTRUCTIONS - Topics 1 & 2
 This assessment consists of two (2) research topics
o You must complete both topics – if you submit only one topic your assessment will be deemed not
satisfactory.
o Each topic asks the same questions.
o You may choose a different topic for assignment 1, but your educator must agree with the topic
you have chosen prior to completing the assignment.
 Use the template provided.
 You must submit your posters/flyers at the same time you submit the two research topics on
Blackboard. Label each poster/flyer clearly so your name can be identified by the educator.
o E.g. CHCPOL003 Surname_Poster1
 Word count: no more than 2,000 words per assignment (no more than 4,000 words for the whole
assessment).
 Read topic 1 and topic 2 at the end of the first class.
 This assessment is to be done IN PAIRS. Educators will allocate the pairs.
 You will be assessed individually, for your submission of BOTH topics. Each student to submit their
assessment via Blackboard.
 Do not wait until the last minute to complete the assessment as this is a time-consuming assessment
– you should start as early as possible.
 You may use the PowerPoints for this unit and the learning activities to help you complete the
assessment.
 You are required to communicate verbally and/or in writing with your educator throughout the
assessment to ensure you understand the process and to clarify any areas of uncertainty.
 You are required to apply your Professional Standards of Practice throughout the assessment, the
framework for which included:
o NMBA Enrolled Nurse Standards for Practice
o NMBA Code of Ethics for Nurses
o NMBA Code of Professional Conduct for nurses
o Health Practitioner Regulation National Law Act (National Law)
o Scope of Nursing Practice Decision Making Framework
 You are also required to apply an appropriate research approach to nursing practice within the scope
of the Enrolled Nurse and use nursing research methodologies and resources appropriately.
 You will need to provide the exact number of words used at the end of the proposal.
o Word count does NOT include: The pre-existing templates, instructions and questions.
 You must use analytical processes throughout the assessment including: comparing, contrasting,
challenging and reflecting.
12th January 2017 Page 2

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
12th January 2017 Page 3

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Research Topic 2
Minimising language barrier when communicating with clients
Topic 2 – Background
Read before starting your assignment
You are a new enrolled nurse working in a public hospital located in a big city. A large number of the
hospital’s clients do not speak English fluently and some of your colleagues find it difficult to
communicate with those clients.
In order to improve communication with non-English speakers, your nurse manager has asked you to
research ways to minimise language barrier in the workplace and to inform your colleagues about your
findings.
Plan the research activity
1. In order to complete this assessment, you need to identify TWO (2) areas related to the
topic below where research can help support and improve your own practice as an EN.
Topic: Minimising language barrier when communicating with clients
The two areas which is a focus of this research includes:
 The role of language training in overcoming language barrier in nursing practice and
 the role of interpreters in supporting nurse to overcome language barrier
2. Identify the reason(s) for undertaking your research from the list below.
 You may select several reasons.
 Provide a brief rationale for each.
E.g. reasons: Comparison / hypothesis testing / trend identification / own knowledge
extension / strengthen quality of own practice.
Globalization and the trend of migration of people to different parts of the world is the main reason
for conducting research on the topic of minimizing language barrier when communicating with client.
This is because globalization increases the likelihood of coming in contact when many non-English
speaking patients. Majority of health care professionals today are migrants whose first language is
not English. This increases the likelihood of language discrepancies and act as a barrier to equitable
health care (Meuter et al., 2015). Nurses are required to be in constant communication with patient
and when patients have special language need, nurses fail to engage with patient thus resulting in
adverse events and dissatisfaction with care (Galinato et al., 2016). Hence, knowing about possible
solution to minimise language discrepancies can improve the provision of patient-centered care and
enable nurses to provide high quality care to patients.
3. Write a clear statement highlighting your research question or hypothesis.
It may include:
 Nursing interventions applicable to the topic
 Client perceptions of the provision of this topic
 Political issues confronting nursing practice and health care provision in relation to
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
the topic
An example of a question (the student can NOT use this example), would be:
Does a ward communication tool is time efficient to communicate with CALD people?
An example of a hypothesis (the student can NOT use this example), would be:
CALD clients are less likely to complain about pain than English speaking clients.
As understanding language in the context of medical encounter, the main research hypothesis is
that seeking assistance from an interpreter can help minimise language barrier when
communicating with clients.
The research question for the topic includes:
Does an interpreter service and communication intervention effective in minimizing language
barriers in nursing practice?
4. Establish and define the general research objective.
Tips:
 A research objective summarises what is to be achieved by the study.
 Ensure your objective is S.M.A.R.T and relevant, logical, feasible, observable and
measurable.
 The objective should be clearly phrased – use verbs, e.g. to assess, to establish, to
determine, to compare, etc.
The main objective of this research are as follows:
 To assess whether interpreter service and communication training reduce language
barrier in nursing practice or not (S)
 To understand ways by which interpreters can support nurse to overcome language
discrepancy (M)
 To evaluate whether interpreter service can be readily initiated in hospital setting or not
(A)
 To examine the benefits of interpreters and communication training in improving
communication skills of nurse (R)
 To evaluate the overall benefit of interpreter service within six months (Y)
5. Identify ONE (1) other discipline that could be connected to this research activity.
 Briefly explain your choice of discipline.
The discipline of nursing is directly connected to this research activity. This discipline has been
chosen particularly because nurses have to spend maximum time with patient and active
communication with patient is vital for them to provide patient-centered care.
6. In order to gather information about the research topic, you will need to access credible
sources of data and evidence.
 List two (2) sources you may use for this assignment.
 Copy the link address of the source and paste it next to the source’s name – this will
provide the proof to your assessor that you accessed it.
o E.g. PubMed - http://www.ncbi.nlm.nih.gov/pubmed
 Source 1: PubMed - http://www.ncbi.nlm.nih.gov/pubmed
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
 Source 2: CINAHL- https://www.ebscohost.com/nursing/products/cinahl-
databases
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Gather information for your research
7. Evaluate and select a maximum of two (2) methods of gathering information you think
would be most appropriate to answer your research question.
 Briefly explain why you have chosen a particular method over another, e.g. more time
efficient.
Tips:
Methods of gathering include search engine using correct key words, literature reviews,
systematic reviews, interviews, surveys, seminars, and surveys.
Interviews and systematic review method will be most appropriate to get answer to the research
question. Interview is a primary data collection method which would help to collect data directly
from the population of interest. Interview can be regarded as an important qualitative data
collection method which can help to get personalized data related to the topic. For example,
nurses perception related to the use of interpreter service and experience of interacting with
interpreters can be evaluated (Sutton & Austin, 2015). In contrast, systematic review is a
secondary method of data collection which would be helpful to evaluate past work done on the
topic and get an exhaustive summary of current studies related to the research question(Holly,
Salmond & Saimbert, 2016). Hence, all existing research work done on the topic can be identified
through systematic reviews.
8. You are now to gather information for your research topic using a systematic approach.
Stages for your information gathering activity
1. Statement of objective – you should have already completed that step
2. Data collection, i.e. a literature search
3. Data evaluation – critiquing articles to include or exclude them from the review.
You may use the appraisal tools developed by JBI to help you
http://joannabriggs.org/research/critical-appraisal-tools.html
4. Analysis – comparing, contrasting, challenging & reflecting
5. Presentation of findings
At this stage, select four (4) sources
Please find below the hierarchy of evidence:
1. Systematic reviews and meta-analysis
2. Randomised controlled trials
3. Cohort studies
4. Case-control studies
5. Cross-sectional surveys
6. Case reports
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
The four sources that has been found relevant to the research question includes the following:
1. A cohort study on effect of initiatives to overcome language barrier by Andreae et al.
(2016)
2. Research article by Rifai, Janlöv and Garmy (2018) on public health nurses' experiences of
using interpreters when meeting with Arabic-speaking first-time mothers (Cohort studies)
3. RCT study by Bagchi et al. (2011) investigating about the experience of medical
interpreters in emergency department
4. A qualitative study by Eklöf, Hupli and Leino‐Kilpi (2015) investigating about the nurse’s
perception related to the use of interpreters in primary health care (cross sectional
surveys)
9. Distinguish between relevant and irrelevant information.
 Briefly explain why one (1) of your information sources is particularly relevant
according to objectives and your workplace requirements.
The research study by Eklöf, Hupli and Leino‐Kilpi (2015) is considered most effective in
providing relevant information related to the research topic. This is because this research
article uses individual nurse’s interview data to conduct content analysis of data. In
accordance with the research objective of understanding barriers and benefits of using
interpreter service, the article defines all the factors that affect relation between nurse
and the interpreter. The article also gives good understanding regarding the challenges
faced when using an interpreter too
10. In order to facilitate your analysis, organise the information you have found.
Tips:
 You may summarise each source of information using key words
 You may choose to order your articles by chronological order if your focus is to show
an evolution of practices
 You may order your articles following the rules of evidence, i.e. RCT > case report
The key information available from each source as per the hierarchy of evidence are as follows:
1. RCT: Satisfaction with communication was achieved by the use of medical interpreters in
emergency departments (Bagchi et al. 2011)
2. Cohort: The cohort study by Andreae et al. (2016) mainly gave information about
intervention to overcome language barrier
3. Cohort: The article by Rifai, Janlöv and Garmy (2018) revealed improvement in
communication between public health nurse and first time mother.
4. Cross sectional surveys: The study by Hupli and Leino‐Kilpi (2015) revealed about factors
like considering language skill of interpreters before including them in care and suggested
adapting solutions to address ethical issues during the use of interpreters.
HINT: Contact your educator and discuss your research topic and verbally gain
confirmation that you and your partner are still on track.
Analyse the information
11. Prioritise information based on the research objectives.
 Using questions 9 and 10 to help you, select only TWO (2) articles that you will keep
for the rest of this assignment.
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STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
The two articles that will be kept for the rest of the assignment includes the research article by
Bagchi et al. (2011) and Eklöf, Hupli and Leino‐Kilpi (2015).
12. Compare and contrast your two (2) sources of information.
 Use the table provided in Appendix A.
 You must complete all the sections.
 Instructions in italics are to be removed.
13. You have now thoroughly analysed the information available to you. Now draw conclusions
based on your findings.
Based on the findings available from each of the two articles, it can be concluded that interpreter
service is an effective intervention to minimize language barrier as it improves communication
process and increase patient’s satisfaction with care. However, many barriers to the use of
interpreters must be resolved to enhance nurse’s willingness to use interpreters.
14. As your findings may be used to establish evidence-based practice, identify one (1) impact
your conclusions may have in terms of duty of care requirements.
In response to the conclusion made, all practice nurse will have the duty of care requirement to
obtain proper education to understand why collaboration with interpreters is necessary for them
in practice. This would help to prevent ethical conflict during interactions.
Contact your educator and discuss your research topic and verbally gain confirmation that you
and your partner are still on track.
Use information in practice
15. Assess one (1) way in which different aspects of information may be used in your
workplace.
The information can be used to properly appoint interpreters and finds ways to make
interpreter service more accessible for nurses.
16. Using and reflecting on what you have learnt from your research, identify one area for
change in your workplace or current practice.
After evaluation of the research studies, I think one change that is needed in my current practice is
to change the attitude of nurse towards the use of interpreters. Implementing an education
session will be necessary so that nurse embrace interpreters and use them to minimize language
barriers.
17. Identify issues that require further research and evaluation.
The two studies were done in either single centre or only two centre. Hence, finding similar results
in other centre is important. It is also necessary to conduct further research on utility of phone
interpreters as this aspect has not been evaluated in selected research paper.
18. Using one piece of A4 paper or PowerPoint (1 slide) (portrait format), develop a poster or a
flyer to address outcomes of research, i.e. select a method to disseminate your findings.
 You will be required to scan it and upload it on Blackboard with this assignment.
 Refer to your learning activities 11 and 12 for more ideas about how to do a poster
or a flyer using PowerPoint.
17 October 2016 Page 8

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Tips:
 Consider your audience, the time and resources available.
 It is recommended you adopt a flyer or poster style with a mix of text and pictures –
do not put too much information.
HINT: Contact your educator and discuss your actions to verbally gain confirmation
that you and your partner are still on track.
WORD COUNT: _______
17 October 2016 Page 9

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Appendix A – Comparing and contrasting information
Article 1 – Eklöf, Hupli and Leino‐Kilpi (2015) Article 2 - Bagchi et al. (2011)
Currency 2015 2011
Study findings Multiple factors need to be considered while using interpreters as
both positive and negative outcomes can emerge
Health care professionals were satisfied with the communication process
after the use of interpreters
Strength of study Level II (Cohort)
Level 1 (RCT)
Relevance to
objectives
Yes
Yes
Reliability The reliability of the research is low as it was done in single center
Reliability is low as it has been done in only two centers.
Validity Internal validity: Internal validity high as inductive content analysis
helped to extensively analyse interview transcript
External validity: Findings cannot be generalized as it has been
done in single center
External validity: to which extent can you generalise the findings?
Internal validity is high because of allocation concealment and random
sampling
External validity: The findings cannot be generalized as it was done only in
two hospitals.
Benefits The study helped to understand the benefit of using interpreters
from the perspective of nurse
Benefits associated with information
The study revealed positive effect of interpreter service on patient’s
satisfaction with care
Risks As the study has not evaluated multiple dimensions of interpreting
such as phone interpretation, commenting on the strength of
overall service is risky.
The risk associated with the information is that it cannot comment on cost
effectiveness of the service.
Feasibility
associated with
information
The information can be easily applied as the study defines all
barriers that nurse face when using interpreters.
The research done is feasible to be applied practically
17 October 2016 Page 10

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
Conclusions Briefly sum up your conclusions.
To conclude, it can be said that both the two articles gives information on both benefits and different challenges with the use of interpreters. The
first article may be useful in modifying factors that impair relationship between nurse and interpreters. The second can be useful in changing
practice for the whole medical team as it reveals the perception of nurse as well as physicians.
17 October 2016 Page 11

STUDENT
Assessment – Written report
CHCPOL003 Research and apply evidence to practice
References:
Andreae, M. H., White, R. S., Chen, K. Y., Nair, S., Hall, C., & Shaparin, N. (2016). The effect of initiatives to overcome language barriers and improve attendance: a cross-
sectional analysis of adherence in an inner city chronic pain clinic. Pain Medicine, 18(2), 265-274.
Bagchi, A. D., Dale, S., Verbitsky-Savitz, N., Andrecheck, S., Zavotsky, K., & Eisenstein, R. (2011). Examining effectiveness of medical interpreters in emergency departments
for Spanish-speaking patients with limited English proficiency: results of a randomized controlled trial. Annals of emergency medicine, 57(3), 248-256.
Eklöf, N., Hupli, M., & Leino‐Kilpi, H. (2015). Nurses' perceptions of working with immigrant patients and interpreters in Finland. Public health nursing, 32(2), 143-150.
Galinato, J., Montie, M., Shuman, C., Patak, L., & Titler, M. (2016). Perspectives of nurses on patients with limited English proficiency and their call light use. Global
qualitative nursing research, 3, 2333393616637764.
Gerrish, K., Chau, R., Sobowale, A., & Birks, E. (2004). Bridging the language barrier: the use of interpreters in primary care nursing. Health & social care in the
community, 12(5), 407-413.
Holly, C., Salmond, S., & Saimbert, M. (Eds.). (2016). Comprehensive systematic review for advanced practice nursing. Springer Publishing Company.
Meuter, R. F., Gallois, C., Segalowitz, N. S., Ryder, A. G., & Hocking, J. (2015). Overcoming language barriers in healthcare: A protocol for investigating safe and effective
communication when patients or clinicians use a second language. BMC health services research, 15(1), 371.
Rifai, E., Janlöv, A. C., & Garmy, P. (2018). Public health nurses’ experiences of using interpreters when meeting with Arabic ‐speaking first‐time mothers. Public Health
Nursing, 35(6), 574-580.
Sutton, J., & Austin, Z. (2015). Qualitative research: data collection, analysis, and management. The Canadian journal of hospital pharmacy, 68(3), 226.
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