Bakgrund: Förekomst av språkbarriärer inom hälso- och sjukvården påverkar möjligheten för sjuksköterskor att utföra omvårdnaden. Kommunikation identifieras som en viktig faktor mellan sjuksköterskan och patient för att främja högkvalitetvård. Möjligheten att erhålla kulturkompetens ökar kvaliteten på vården. Syfte: Syftet med litteraturöversikten är att beskriva sjuksköterskors upplevelser av språkbarriärer och strategier för att övervinna dessa i omvårdnaden.Metod: Studien genomfördes som en litteraturöversikt med systematisk söksstrategi och baserades på 13 kvalitativa och två mix metod vetenskapliga artiklar. Artikel sökningar utfördes i databaser CINAHL och Pubmed.Resultat: Litteraturöversiktens resultat visar att sjuksköterskor står inför utmaningar som hindrar att främja god och säker vård när språkbarriär förekommer. Sjuksköterskor upplever att genom användningen av professionella och icke professionella tolkar har sina fördelar och sina nackdelar. Sjuksköterskor strävar att övervinna språkbarriären genom att använda sig av olika strategier.Slutsats: Språkbarriär är ett hinder för att ge en individuell omvårdnad och kunna göra en bedömning av patientens vårdbehov. Språkbarriär är ett hot mot patientenssäkerheten. Professionella och icke professionella tolkar ökar risken för att patienten inte får korrekt given information. / Background: The presence of a language barrier in health care affects the ability of nurses to perform nursing. Communication is identified as an important factor between the nurse and the patient to promote high quality care. The opportunity to obtain cultural competence increases the quality of care.Aim: The aim of the literature review is to describe the nurse's experience of language barrier , and nurses' strategies for overcoming them in nursing.Method: The study was conducted as a literature review with a systematic search strategy and was based on 13 qualitative and two mix method scientific articles. Article searches were performed in databases CINAHL and Pubmed.Results: The results of the literature review shows that nurses face challenges that prevent the promotion of good and safe care when a language barrier occurs. Nurses experience that through the use of professional and non-professional interpreters they have their advantages and disadvantages. Nurses strive to overcome the language barrier by using different strategies.Conclusion: Language barrier is an obstacle to providing individual caring and being able to make an assessment of the patient's care needs. Language barrier is a threat to patient safety. Professional and non-professional interpreters increases the risk that the patient will not recive correct information.

The topic of the present thesis is professional ethics in interpreting. The thesis consists of two main parts - a theoretical part and empirical research. The theoretical part first defines ethics in terms of philosophy and introduces some key subject- related concepts. Subsequently, it focuses on professional ethics and characterizes the main documents that set out desirable standards of conduct within a certain profession - codes of ethics and codes of conduct. This general introduction is then followed by an overview of research into ethics in interpreting studies, and a brief outline of the history of codes of ethics for interpreters. The following chapters discuss ethical challenges in different interpreting settings and briefly introduce major Czech and foreign professional organizations of interpreters. The core of the theoretical part compares ten selected codes of ethics of different Czech and international professional interpreters organizations; based on this comparison, basic rights and obligations of interpreters are identified and further analysed in the empirical part. The empirical part of the thesis presents and discusses the results of a questionnaire survey focusing on selected topics of interpreting ethics discussed in the theoretical part. The aim of the survey, which was...

在過去幾十年，口譯研究已有長足的進展，也出現了許多關於口譯產出裡停頓與暫停方面的研究。但是在口譯產出的改口與重說部份的研究則沒有什麼著墨。 本研究之目的為分析四組口譯員產出內的改口 (此論文對改口的定義主要是指譯者對於自己譯語的訂正) 與重說現象。研究裡的四組口譯員分別為就讀法輔仁大學跨文化研究所中英口筆譯碩士班的一年級與二年級學生(各四位)、四位擁有一至三年經驗的新手職業譯者以及四位有八年以上經驗的老手職業譯者。 本研究所使用的語料為參與本研究的譯者所產出的64段同步口譯片段 (中進英以及英進中各有32段)。每位譯者的產出均依照原文切割成同等數目的段落。研究分析的段落為有三至四位一年級同學發生改口或重說現象的段落。本研究的主要目的為找出這些出現改口與重說現象的段落裡是否有共同的現象或問題，並把學生的段落與新/老手譯者的段落互相作比較，最後提出一些口譯教學與訓練方面的建議，希望能夠讓學生能以較快與較順利的方式讓自己的產出往老手口譯員的方向邁進。 本研究的主要發現如下: 1. 學生口譯員出現改口與重說現象的段落裡出現的常見現象包括文法錯誤 (時態、單複數等)、在段落裡一些地方出現問題 (這些地方包括特定動詞、語意模糊的句子等)。在某些段落也有觀察到譯者出現認知負荷過重的現象，主要的原因是原文的速度以及訊息密度。 學生口譯員以及新手職業譯者之間的改口與重說出現次數有一點差異，而新手職業口譯員以及老手職業口譯員之間則出現顯著的差異。 2. 從四組譯者遲疑與暫停的發生次數規律來看，可以觀察到職業譯者能以一致的認知模式處理特定語篇，而學生譯員在特定語篇的處理上，並無特定的產出模式。 3.重說與改口是理解口譯信息產出困難的重要指標。其中透露出口譯的詞語產出與非詞語產出等具體困難，同時也提供了有關構詞、句組、時態等語言型態的信息，可供譯員及口譯教學參考。 4.就重說與改口的表現而言，從學生到職業譯者的過程中可看出階梯式的進步。 / In the past few decades, there have been many studies on interpretation and also quite a number of studies that focuses on studying the pauses and hesitations (also known as filled pauses) in the output of interpreters. However, there have been few studies on the repetitions and corrections in interpretation output. This study aims to analyze the repetitions and corrections in the output of four groups of interpreters. These four groups are each composed of four first-year and four second-year students studying in the Master’s Program for Translation and Interpretation at the Graduate Institute of Cross-Cultural Studies at Fu-Jen University as well as four interpreters with 1-3 years of experience (the new interpreters) and four with over 8 years of experience (the experienced interpreters). The corpus used in this study is composed of 64 pieces of simultaneous interpretation output (32 Chinese to English and 32 English to Chinese) that was done by the sixteen participating interpreters. The output for each interpreter was divided into equal amount of segments according to the source text, and segments that saw three or all four of the first-year students commit either a repetition or correction were chosen for analysis. The goal of the analysis was to find issues or patterns in the output that coincided with the repetitions/corrections, compare the students’ output with those of the new/experienced interpreters and provide suggestions on how the teaching and training of interpreters might be adjusted to make the development of student interpreters and faster and smoother process. The major findings were as follows: 1. Some common themes tied to repetitions and corrections include grammatical mistakes (ex. errors in tense or plurals) trouble at certain points within the segments, for example areas with unclear meanings or certain verbs. There were cognitive overload in certain segments, which mostly had to do with the speed and the density of information in the segments. There were small differences in the amount of repetitions and corrections between the student groups and the new interpreters, and a significant different in the number of repetitions and corrections between the new and experienced interpreters. 2. Looking at the patterns for the pauses and hesitations committed by the four groups of interpreters, we can observe that the professional interpreter groups share a common cognitive methodology in dealing with different source texts, while the student interpreters showed no discernable output strategy for the source texts. 3. Repetitions and corrections are important indicators in understand the difficulties in interpretation output. Analysis of the repetitions and corrections showed the verbal and non-verbal output difficulties encountered by the interpreters and also provided information on the morphology, sentence structure, tense and other linguistic aspects of interpretations output that can serve as a reference for interpreters and interpretation educators. 4. There was a step-by-step improvement going from the student to professional interpreter groups in terms of the number of repetitions and corrections committed. / able of Contents Acknowledgements.......................................I Table of Contents............................ .........II-III Abstract (English)………….....……………………………………......……..…...IV-V Abstract (Chinese).....................................VI Chapter 1: Introduction…………………………………………..…....……..1 1.1:Preface………………………......……...…………………………..………….1 1.2: Research Motive………………………………………….........…..1 1.3: Research Background and Goals……………………..……….3 1.4: Thesis Layout…………………………………….…………………..……...…5 Chapter 2: Literature Review……………………………………………………...............................................................................7 2.1 The Process of Simultaneous Interpretation………….....………………..............................................................…...7 2.2: Factors that Affect the Output in Simultaneous Interpretation……......................................................…....9 2.2.1: Factors that Influence Simultaneous Interpretation and Which Occur Within the Source Text………………………………………………………….…...9 2.2.2: External Factors that Influence the Interpretation…………........................................................….….…12 2.3: Issues and Skills Within Simultaneous Interpretation.......…….......................................................………..13 2.3.1: Issues in Simultaneous Interpretation..................................................................................14 2.3.2: Skills Utilized by Interpreters in Simultaneous Interpretation.........................................................15 2.4: Differences between Students, New and Experienced Interpreters...........................................................18 2.5: Studies on Pauses and Hesitations in Interpretation Output...............................................................29 2.6: Interpreter Training and Development.....................................................................................35 Chapter 3: Research Methodology...............................................................................................40 3.1: The Participants of this Study and Those of Past Studies.................................................................41 3.2: Software Used in Corpus Analysis.........................................................................................42 3.3: The Corpus and Samples of Corpus Analysis................................................................................46 Chapter 4: Analysis of Selected Corpus Segments: First and Second Year Students......................................................................................................................54 4.1: Chinese to English Analysis..............................................................................................54 4.2: English to Chinese Analysis..............................................................................................73 Chapter 5: Comparing the Student’s Output with those of New and Experienced Interpreters..................................................................................................................86 5.1: Chinese to English segments comparison...................................................................................86 5.2: English to Chinese segments comparison................................................................................103 Chapter 6: Analysis Results and Conclusions..................................................................................121 6.1: Summary of Analysis and Conclusion......................................................................................121 6.2: Limitations of Study and Possible Directions for Future Research........................................................125 References...................................................................................................................127 List of Figures Figure 1: Pause duration used by the studies on pauses cited in this study...................................................30 Figure 2: Screen view of an interpreter’s output audio file in Audacity......................................................42 Figure 3: Audacity screenshot No.2...........................................................................................43 Figure 4: Audacity screenshot No.3...........................................................................................43 Figure 5: Audacity screenshot No.4...........................................................................................44 Figure 6: Audacity screenshot No.5...........................................................................................44 Figure 7: Audacity screenshot No.6...........................................................................................45 Figure 8: Issues and number of correct interpretations by the two student interpreter groups in segments 1-10...........................................................................................................................72 Figure 9: Issues and number of correct interpretations by the two student interpreter groups in segments 11-14.......................................................................81 Figure 10: Pauses/hesitations/repetitions/corrections committed by the student interpreters.................................................................................................................84 Figure 11: Issues and number of correct interpretations by the two professional interpreter groups in segments 1-10..........................................................................................................................103 Figure 12: Issues and number of correct interpretations by the two professional interpreter groups in segments 11-14..........................................................................................................................110 Figure 13: Grammatical errors committed by the interpreters.................................................................112 Figure 14: Number of pauses and hesitations committed by the interpreters in this study.......................................................................................................................114 Figure 15: Pauses and hesitations committed by the interpreters in this study. Parts where the number of pauses is higher are marked with a dark pink background, while the parts with a higher hesitation number have a gray background..................................................................115-116 Figure 16: Number of repetitions and corrections committed by the interpreters in this study...................................................................................................................116-117