The main future action point, that the student wishes to incorporate into her practice, is the use of interpreters; both through telephone communications and face-to-face interactions. This will ensure that the woman is receiving all of the appropriate information and is able to make informed decisions (NICE 2008; NICE 2010), regarding her care, individually, without being influenced by her family member’s interpretation. The student recognises that the use of these services reduces the likelihood of abuse disclosure, however, they believe that the use of Egan’s (2010) SOLER model, they will be able to create a suitable environment to put the client at ease, and improve the changes of the client disclosing information relating to abuse, should
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It also highlights the risks the clients face, such as domestic abuse, and the difficulties midwives can have in extracting this information, whilst recognising the psychological impact language barriers can have on the client (Meuter et al., 2015). This can be a result of, either: using translators known to the client (Lewis, 2007); or the use of telephone translation services (Knight et al., 2015). This reflection has also enhanced the student’s clinical skills, increasing their competency in providing the appropriate care for all of their clients by providing individualised, tailored care. The student has also recognised the lack of local policies surrounding language barriers, showing that the care for women experiencing language barriers is not standardised. Unfortunately, this may mean that clients, like Rashida, are not experiencing the care they are entitled to (NICE, 2008; NICE, 2010). Overall, the student is more aware of the lifestyle and diversity barriers which she may be faced with in her clinical role and is now more knowledgeable about the importance of enhancing the care for these clients, as well as being better equipped to deal with these situations as they arise (NICE,
It also highlights the risks the clients face, such as domestic abuse, and the difficulties midwives can have in extracting this information, whilst recognising the psychological impact language barriers can have on the client (Meuter et al., 2015). This can be a result of, either: using translators known to the client (Lewis, 2007); or the use of telephone translation services (Knight et al., 2015). This reflection has also enhanced the student’s clinical skills, increasing their competency in providing the appropriate care for all of their clients by providing individualised, tailored care. The student has also recognised the lack of local policies surrounding language barriers, showing that the care for women experiencing language barriers is not standardised. Unfortunately, this may mean that clients, like Rashida, are not experiencing the care they are entitled to (NICE, 2008; NICE, 2010). Overall, the student is more aware of the lifestyle and diversity barriers which she may be faced with in her clinical role and is now more knowledgeable about the importance of enhancing the care for these clients, as well as being better equipped to deal with these situations as they arise (NICE,