Setting the Standard for Quality in Healthcare Interpreting

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Get Informed.

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Communication.
Quality.
Meaningful Health Care.

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Healthcare Interpreters

The CoreCHI™ and CHI™ are the nation's highest certification credentials available to healthcare interpreters

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Hospitals &
Healthcare Providers

Healthcare providers choose CCHI certified interpreters - CoreCHI™ and CHI™ - as their preferred means of ensuring language access. Join us and demonstrate your commitment to quality care and patient safety.

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Language Service Providers

Healthcare providers depend on you to have trained and qualified interpreters. It is just smart business to validate your hiring practices and training with CCHI credentials.

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Training Providers

Healthcare interpreters and providers choose CCHI accredited continuing education programs. CCHI accreditation ensures your program's credibility and visibility.

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01.16.2018

Certification Commission for Healthcare Interpreters

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1. Register with us

Registration provides access to the CEAP system and visibility to all that intend to complete the accreditation process. Once a training provider registers, they are listed as “Pending Review and Approval” in the CEAP Registry and “Find a Training Program Directory”.

There are two registration levels:

  • $50 registration fee for individual trainers and non-profit associations of interpreters and translators
  • $150 registration fee for corporate training providers (companies or organizations, e.g., hospitals, non-profit agencies).

Registered training providers have one year to submit an application for one or more training programs. Once a training provider has at least one program accredited by CCHI within the year of registration, they do not have to pay the registration fee again. Instead, they must pay a specific program annual renewal fee or accredit another program.

2. Submit a training program application

CCHI has six accreditation fee levels for the CEAP. Accreditation fees are calculated per hour depending on the number of instructional hours of the program. Instructional hours do not include lunch, other breaks, assessment or administrative comments (e.g., welcome, overview, conclusion, evaluation, etc.).

  1. One instructional hour (e.g., an in-service or brown bag lunch) $25
  2. 2 – 11 instructional hours program - $21 per hour (If the course has 2 instruction hours, the fee is $42. If the course has 11 hours, the fee is $231).
  3. 12 – 21 instructional hours program  - $19.50 per hour
  4. 22 – 31 instructional hours program  - $18 per hour
  5. 32 – 40 instructional hours program  - $16.50 per hour
  6. 41 – 65 instructional hours program  - $15 per hour

CEAP offers the following special pricing (via a special code):

  • To associations of interpreters and translators, and for language-specific non-academic programs - $15 flat fee per one session of up to 4 hours in duration.
  • Conference accreditation fee (to associations of interpreters and translators) is based on the number of sessions accredited, at $15 per session, and the maximum fee per conference is $200.

To obtain the special pricing code, contact us at This email address is being protected from spambots. You need JavaScript enabled to view it..

Applications can be submitted for review and approval at any time. CEAP will review applications within up to 30 days of submission, depending on volume and reviewer capacity. Our usual turnaround processing time is 2 weeks. Training providers can pay a rush surcharge of $100 to have a program reviewed within 7 business days.

CEAP Accreditation is valid for the following terms regardless of the program's frequency:

  • Two (2) years: Online training modules (including webinars), language-specific training courses (i.e. not English-only or language-neutral), and academic programs (universities, community colleges, state-accredited educational institutions),
  • One (1) year: all other training programs and conferences.

To maintain accreditation for subsequent years, programs are required to submit a renewal fee and a renewal application. The program renewal fee is 80% of the corresponding level A-F fee.

Learn more in our National CEAP Manual at www.cchicertification.org/images/pdfs/cchi_ceap_manual-2015.pdf.

 

Copyright Responsibility

Training provider represents and warrants to CCHI that they are either the owner of any content (‘Content’) posted under their username and password on the CEAP page. Training provider agrees to pay any royalties or other sums owing to any third party for Content posted by them or under their password and to indemnify and hold harmless CCHI from any claims, costs, or liability incurred as the result of your violation of the third party's terms.

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We apologize for the inconvenience.  The www.ceapcchi.org website is temporarily down while we are doing the updates.

Please come back on May 1, 2017.

CEAP team

CCHI accredits various types of continuing education programs that are delivered in any venue – classroom, online, conference sessions, or workshops.  The key factors to earning CCHI accreditation are that the course content is beyond a beginner-level difficulty and aligns with the knowledge that serves as the context for the healthcare interpreting profession, and that the course is developed and delivered using best practices for adult learning.

Organizations or individuals that create and deliver continuing education and/or training activities, courses or programs are eligible for CCHI’s Continuing Education Accreditation Program if the program meets CCHI’s six Accreditation Criteria.

CCHI’s Accreditation Criteria are a combination of CCHI’s National Job Task Analysis for Healthcare Interpreters and NCIHC’s National Standards for Healthcare Interpreter Training Programs.

 

CCHI Accreditation Criteria

Criterion 1:  Program or session exposes the participant to the essential body of knowledge that serves as the context for the healthcare interpreting profession and aligns with one or more of the knowledge, skills and abilities needed for competent performance of the job of healthcare interpreters.

  1. Professional Responsibility and Interpreter Ethics
  2. Manage the Interpreting Encounter
  3. Healthcare Terminology
  4. U. S. Healthcare System
  5. Cultural Responsiveness
  6. Interpret Consecutively
  7. Interpret Simultaneously
  8. Sight Translate/Translate (Written) Healthcare Documents
  9. Demonstrate Near-native Language Proficiency in Working Languages

Please refer to CCHI’s Examinations Specifications for details:

CCHI encourages accreditation of language-specific and performance based (PB) training programs of any format. CCHI defines performance based training as training aimed to improve the healthcare interpreter's skills in the three interpreting modes - consecutive, simultaneous and sight translation. (Indicate in the description of your program (a field in the online accreditation application) if it is performance based.)

 

Criterion 2:  Program or session utilizes principles of adult learning and instructional methods appropriate for the program goals, type and venue.

  1. Interactive methods: Instruction is based on interactive techniques when possible that engage participants in ways that challenge them to internalize the content and develop the skills required of an interpreter.
  2. Guided practice: Instruction dedicates time to guided practice, gives participants directed feedback, and monitors their skill development when possible.
  3. Participant learning needs: Instructional methods accommodate different learning styles and the knowledge and skills participants bring with them when possible.
  4. Varied teaching methods: A variety of teaching methods appropriate for the program type and venue are used, and may include the following:
    1. Presentation methods (lectures using visual aids and opportunities for interaction; readings, references, and links to resources; guest presenters, such as practitioners or working interpreters; participant presentations; instructor modeling of effective practice; video, film, and vignettes to demonstrate real practice; and storytelling providing real world situations)
    2. Skill-building exercises (shadowing, paraphrasing, message analysis exercises, message conversion exercises, error analysis, prediction skills, memory exercises, note-taking exercises, and terminology-building exercises)
    3. Guided practice of consecutive dialogue interpreting (behavior rehearsal through role plays—scripted and unscripted, progressive, simulations with invited practitioners or standardized patients, supervised practicum/internship, video/audio self-recording and review)
    4. Critical thinking analysis for decision-making (case studies, application of code of ethics to ethical dilemmas/scenarios, guided discussions, sharing of experiences brought by participants)
    5. Structured feedback (instructor to trainee, peer to peer, self-evaluation, coaching, back interpreting, formative and final assessment)
    6. Self-directed study (development of personal glossaries, language conversion practice, homework assignments, report on self-critique of performance or error analysis, observational reports, readings on patient culture and interpreter experiences)
    7. Observation followed by discussion (videos, audio recordings; shadowing; field trips)

 

Criterion 3: Program operates in an open and transparent manner.

  1. Program’s description, publications, announcements, and advertising accurately reflect the program of study offered, including information on the following when applicable to the program type and venue:
    1. Application process
    2. Admission requirements and methods of assessment
    3. Training or course syllabi
    4. Criteria for successful completion and methods of assessment
    5. Type of attendance documentation provided
    6. Tuition and fees
    7. Withdrawal and refund policies
    8. Instructor/teaching team qualifications
    9. Organizational affiliation
  2. Program provides opportunities for prospective participants to find out about the program in advance.
  3. Program maintains records that are accessible to participants and including the following:
    1. Attendance status
    2. Grades and assessments, if applicable
    3. Type of attendance documentation provided
  4. Program has an ongoing system for evaluating the effectiveness of the program and making improvements based on the evaluation results (e.g., assessment results, participant feedback, teaching team debriefs, or feedback from employers of the program’s participants).

 

Criterion 4:  Program has an explicit and documented program of study.

  1. The program design:
    1. Identifies the goals and learning objectives that the program covers;
    2. Provides a scope and sequence of instruction that will meet the program’s goals and learning objectives;
    3. Integrates background knowledge, theory, skill development, and when possible, assessment;
    4. Provides a participant-to-teacher ratio that aligns with the delivery method and will facilitate the achievement of the stated program goals and learning objectives;
    5. Provides participants with ready access to applicable course materials; and
    6. Is based on sound pedagogy and research on the acquisition of the required knowledge and skills.
  2. Each program has a written description that aligns with the program type and delivery method and, where appropriate, includes:
    1. Learning objectives;
    2. Content covered;
    3. Instructional methods used;
    4. Training materials;
    5. Expectations of participants;
    6. Assessment criteria, if applicable; and
    7. Resources for further study for both knowledge and skill areas.
  3. Practice and reference materials are available in the working languages of the participants when feasible.
  4. The program includes a practicum/internship when possible based on the program type, objectives, and delivery method.

Criterion 5:  Program is taught by individual instructor(s) or teaching team(s) that have the academic and experiential qualifications and professional background needed to meet program goals and objectives.  The ideal characteristics for instructors include:

  1. Interpreting experience that brings relevant, real-life examples into the training;
  2. Competency in adult education techniques, either through study or a proven track record;
  3. Knowledge, skills, and attitudes needed to work effectively in cross-cultural settings and teach to diverse learning and communication styles; and
  4. Up-to-date understanding on developments in adult pedagogy, classroom management, techniques in interpreting pedagogy, and the field of healthcare interpreting.

Criterion 6:  Program provides feedback and assessment consistent with the program goals and when appropriate for the program type and venue.

  1. The program provides participants with periodic and timely feedback on their progress.
  2. At the conclusion of the program, participants’ acquisition of the knowledge is assessed, when possible, to determine whether the participant has met the identified exit criteria.

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The Continuing Education Accreditation Program (CEAP), developed and managed by CCHI, is open to all training providers who offer courses or instruction which is beyond a beginner-level difficulty and aligns with any or all of the knowledge domains which define the job of a healthcare interpreter. Most training providers attracted to the CEAP process actively seek healthcare interpreters as students for their courses.

Training providers as well as creators and owners of courses for healthcare interpreters go through the CEAP to achieve continuing education units or credits which they can provide to healthcare interpreters and others who complete their courses. It is that “pre-approved for CE units” status that attracts more certified and credentialed healthcare interpreters to take courses from certain training providers. The CEAP reviews and accredits courses which may appeal to other healthcare professions and other certification program requirements which include knowledge, skills and abilities normally associated with healthcare interpreters.

CCHI accredited continuing education programs are a select community of organizations and individuals that share a commitment to educational rigor, excellence and integrity.

  • Accreditation shows you promote the highest professional standards for healthcare interpreters.
  • Accreditation increases a program’s credibility and shows the program means business. Healthcare interpreters trust accredited programs to provide high quality continuing education.
  • Accreditation gives training providers a competitive edge. A program’s reputation benefits from affiliation with CCHI. Healthcare interpreters need continuing education hours to maintain their CCHI credentials and they seek out organizations that can offer pre-approved programs.
  • Accreditation strengthens a program’s capabilities. The accreditation process is guided by the skills and knowledge needed by healthcare interpreters. Programs benefit from ensuring that the program addresses the skills needed on the job.
  • Accreditation increases a program’s visibility. Programs are authorized to use CCHI’s accreditation logo in promotional materials and are listed in CCHI’s national training provider registry.