Adapting to International Patient Education

Abstract

When challenged with the problem of instructing a non-English speaking Saudi Arabian, I thought it would be simple to utilize the interpreter. This was not true. I felt that the interpreter did not realize the importance of the instruction and the instructions were interrupted frequently, destroying the continuity of the instructions. To as sure myself that the information was being translated correctly, I had a sim ple module translated into Arabic for the patient to follow. Using a combina tion of English-Arabic translation, an interpreter, family member, demon stration, and pantomine was a more satisfactory method of instruction. Our success with this has encouraged us to develop further foreign language in structions.