DOCSLIB.ORG

Implementing a Narrative-Centred Curriculum in an Undergraduate Midwifery Programme: a Hermeneutic Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Implementing a Narrative-Centred Curriculum in an Undergraduate Midwifery Programme: a Hermeneutic Study Implementing a narrative-centred curriculum in an undergraduate midwifery programme: A hermeneutic study Andrea Gilkison 2011 A thesis submitted to AUT University in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Faculty of Health and Environmental Sciences Primary Supervisor: Associate Professor Lynne Giddings i Table of Contents Table of Contents ......................................................................................... i Table of Tables ........................................................................................... vi Table of Figures .......................................................................................... vi Attestation of Authorship ......................................................................... vii Acknowledgements ................................................................................... viii Abstract ........................................................................................................ x Chapter One: Introduction ........................................................................ 1 The research question, purpose and aims of the study ............................................ 1 Defining pedagogy ................................................................................................... 1 The context of midwifery in Aotearoa, New Zealand .............................................. 3 My journey towards this research ........................................................................... 4 My first teaching session ......................................................................................... 5 An introduction to narrative pedagogy.................................................................... 7 Justification for the study......................................................................................... 9 Consultation and preparation for the study .......................................................... 10 Pre-understandings................................................................................................ 10 Overview of methodology and methods ................................................................. 11 Organisation of the thesis ...................................................................................... 13 Chapter Two: Overview of pedagogical approaches to teaching and learning midwifery in Aotearoa, New Zealand 1904-2010 ............ 15 Introduction ........................................................................................................... 15 Revealing a pedagogical approach ....................................................................... 16 Pre 1900s: No formal midwifery education........................................................... 17 Late 1800s-early 1900s: Introducing professionalism .......................................... 19 1920s: Promoting safe birth .................................................................................. 22 1930s: Pain relief .................................................................................................. 23 1950s: The rise of the consumer movement ........................................................... 26 1950 and 1960s: The rise of educational theory ................................................... 27 1970s: Increasing technology available in obstetrics ........................................... 28 1980s: Politicisation of midwives .......................................................................... 32 1990: Midwives win autonomy and Direct Entry midwifery education ................ 34 Late 1990s: Education as an economic industry ................................................... 38 Conclusion ............................................................................................................. 40 Chapter Three: Narrative pedagogy emerges ........................................ 43 Introduction ........................................................................................................... 43 Literature emerging from Narrative Pedagogy ..................................................... 48 How has narrative pedagogy been adopted? ........................................................ 50 Students‟ and teachers‟ experiences of narrative pedagogy ................................. 51 Defining narrative and story: Is there a difference? ............................................. 53 Narrative in learning environments....................................................................... 54 Narrative centred curricula ................................................................................... 56 Conclusion ............................................................................................................. 57 Chapter Four: Methodology .................................................................... 59 Introduction ........................................................................................................... 59 Hermeneutics: The development of Paul Ricoeur‟s philosophical hermeneutics . 59 Development of Ricoeur‟s philosophy ................................................................... 60 Hermeneutic philosophers ..................................................................................... 61 ii Meaning found in text ............................................................................................ 62 Pre-understandings and interpretation ................................................................. 63 Distanciation and appropriation ........................................................................... 64 Ricoeur‟s theory of time and narrative .................................................................. 65 History and fiction ................................................................................................. 66 Emplotment and mimesis ....................................................................................... 66 Time ....................................................................................................................... 68 Narrative identity ................................................................................................... 69 Participatory inquiry ............................................................................................. 70 A critical positioning to Ricoeur‟s hermeneutics .................................................. 73 Conclusion ............................................................................................................. 75 Chapter Five: Methods ............................................................................. 76 Introduction ........................................................................................................... 76 Consultation and preparation ............................................................................... 76 External Consultation ......................................................................................... 76 Advisory committee consultation ....................................................................... 76 Planning and design ............................................................................................ 77 Consulting with Māori ........................................................................................ 77 Study design overview............................................................................................ 78 Ethical considerations: Protection of participants................................................ 78 Protection of the student participants: Anonymity and informed consent .......... 80 Protection of the teacher participants: Confidentiality and informed consent .... 80 Data collection methods: Midwifery students ....................................................... 81 Data collection 1: Midwifery students‟ focus groups ............................................ 81 Timing ................................................................................................................. 81 Protocol for students who identified as Māori .................................................... 82 Organisation ........................................................................................................ 82 Focus group interviews ....................................................................................... 82 The transcripts ..................................................................................................... 82 Drop off in participation ..................................................................................... 83 Analysis of student data ...................................................................................... 83 Data collection 2: Midwifery students‟ written reflections ................................... 84 Data collection 3: Midwifery teachers .................................................................. 85 Teachers‟ research conversations: The first meeting .......................................... 85 Transcription process .......................................................................................... 86 My thinking processes ........................................................................................ 86 Ongoing research conversations ......................................................................... 87 Number of meetings ............................................................................................ 88 Scheduling meetings
Load more

Recommended publications
  • Planning a Midwifery Model of Care
    The Challenges of Change - Planning a Midwifery Model of Care By Linda Katherine Jones Doctor of Philosophy University of Technology, Sydney November 2005 Certificate of Originality I certify that the work in this thesis has not previously been submitted for a degree nor has it been submitted as part of requirements for a degree except as full acknowledged within the text. I also certify that the thesis has been written by me. Any help that I have received in my research work and the preparation of the thesis itself has been acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. Signature of Candidate ii Acknowledgements I have two passions in life. My first passion is being a midwife and having the privilege of being able to share the miracle of childbirth with women and their families. My other passion is the education of people to become midwives in the true sense of the word. Through education of midwifery students I to strive to improve midwifery care by focusing the care on the women and her family. Part of this passion then is the promotion of midwifery care and, therefore, midwifery models of care. My passionate commitment in pursuing the planning of this midwifery model of care arose from the influence of Dr Maralyn Rowley and Dr Pat Brodie. These wonderful midwives were the first project leaders in New South Wales to plan and implement midwifery models of care in the form of team midwifery at two different hospitals. Both midwives fought many battles to achieve the success with the midwifery models of care that they did.
    [Show full text]
  • Nursethink® for Students NCLEX-RN Conceptual Review Guide
    NurseThink® for Students NCLEX-RN Conceptual Review Guide Clinical-Based for Next Gen Learning ONLY,Resale / Concept-Based USEBONUS: Mobile-Ready Quizzes and Videos Testing SuccessSample Over 1,000 Questions for 35 Patient Assignments Clinical Judgment Audio/Video for Stream/Download Prioritization Power Over 160 Exemplars for Prioritization Power Clinical Judgment Questions Focus on the New NCLEX® NurseThink® ThroughoutNot Tim J. Bristol Judith W. Herrman Winsome Stephenson PhD, RN, CNE, ANEF, FAAN PhD, RN, ANEF, FAAN PhD, RN, CNE NurseThink® for Students: The NoteBook Clinical-Based Note Taking Helps You Save Time Studying NurseThink® for Students: The NoteBook is a tool that develops clinical judgment in students by habitually applying a methodical way of analyzing information. This is a product that has shown consistent student success through outcome measures! Order Today! Visit NurseThink.com to learn more and order. ONLY,Resale / Thank you for purchasing the NurseThinkUSE ® for Students: ® Sample NCLEX-RN Conceptual Reviewfor Guide. Don’t forget to use the online resources! Step 1: Scratch off the code ý Over 1,000 Questions Step 2: Visit nursethink.com/NCLEX-RN-book ý 35 Patient Assignments Not to register your book ý Audio/Video to Stream/Download Step 3: Study, study, study! Your Access Code: Gently scratch to reveal access code. This access code is only valid for one registration. If the code is visible, it may have been used and cannot be re-used for registration. Once the access code has been exposed, the book cannot be returned. For technical assistance, please contact [email protected] NurseThink® for Students NCLEX-RN® Conceptual Review Guide Clinical-Based for Next Gen Learning ONLY,Resale / Tim J.
    [Show full text]
  • Midwives and Midwifery in Birmingham and Its Environs, 1794-1881
    DELIVERING MATERNITY CARE: MIDWIVES AND MIDWIFERY IN BIRMINGHAM AND ITS ENVIRONS, 1794-1881 By Frances Jane Badger A thesis submitted to the University of Birmingham For the degree of DOCTOR OF PHILOSOPHY History of Medicine Unit School of Health and Population Sciences College of Medical and Dental Sciences University of Birmingham 25 MARCH 2014 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This thesis examines the working milieu of midwives in the urban west midlands, primarily in Birmingham and Coventry, between 1794 and 1881. Adopting a microhistorical approach, and by integrating sources including a midwife’s register, lying-in charity and poor law records, the thesis argues that developments in midwifery provision over the period mainly arose from local factors and circumstances, however some metropolitan influences can also be discerned. Reasons for the relatively late introduction of midwifery training in the locality, and the minimal interest by local midwives are considered, alongside evidence of midwives’ awareness of the varying reputation of their occupation. This research indicates that midwives worked for a range of clients including charities, the poor law and private clients, and midwifery could be combined with other strands of caring work, or even work unrelated to caring.
    [Show full text]
  • TITLE Programs for Infants and Young Children. Part III: Health
    DOCUMENT RESUME ED 047 809 PS 004 451 TITLE Programs for Infants and Young Children. Part III: Health. INSTITUTION Appalachian Regional Commission, Washington, D.C. PUB LATE Oct 70 NOTE 166p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Community Programs, Comprehensive Programs, Crippled Children, Day Care Services, Dental Health, Family Planning, *Health Personnel, *Health Programs, Health Services, Infants, *Medical Services, Mothers, Paramedical Occupations, Pregnancy, *Preschool Children, *Program Descriptions, Unwed Mothers IDENTIFIERS Head Start ABSTRACT Directed toward the improvement of health care for mothers and young children, this report describes a number of comprehensive programs focused on health and reports on projects which have singled out one or more specific maternal or child health services. Included are descriptions of existing community programs for pregnant schoolgirls, health policies and procedures for day care centers, family planning services, and services for crippled children. Considerable attention is given to a discussion of the acute manpower shortage, especially that of trained medical personnel. (AO) U. S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN 1:PRODUCED EXACTLY AS RECEIVED FROM THE PF.RSON.,OR ORGANOIT3 1(X;I::.NATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENTOFFICIAL OFFICE OF EDUCATION P0aIT11 OR PUUCY. Programs for Infants and Young Children Part 111: Health Child Development Staff APPALACHIAN REGIONAL cOMMISSION 1666 Connecticut Avenue, N. W. Washington, D. C. 20235 OCTOBER 1970 PROGRAMS FOR INFANTS AND YOUNG CHILDREN PART III: HEALTH Table of Contents Preface vi A. COMPREHENSIVE PROGRAMS WITH FOCUS ON HEALTH 1. Programs fcr Pregnant Schoolgirls: Washington, D.
    [Show full text]
  • Birth Pangs: Maternity, Medicine, and Feminine Delicacy in English Canada, 1867-1950
    Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2016 Birth Pangs: Maternity, Medicine, and Feminine Delicacy in English Canada, 1867-1950 Whitney L. Wood Wilfrid Laurier University, [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the History of Science, Technology, and Medicine Commons Recommended Citation Wood, Whitney L., "Birth Pangs: Maternity, Medicine, and Feminine Delicacy in English Canada, 1867-1950" (2016). Theses and Dissertations (Comprehensive). 1816. https://scholars.wlu.ca/etd/1816 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. BIRTH PANGS: MATERNITY, MEDICINE, AND FEMININE DELICACY IN ENGLISH CANADA, 1867-1950 by Whitney Wood Honours Bachelor of Arts (History) Lakehead University, 2009 Master of Arts (History) Lakehead University, 2010 A Dissertation submitted to the Faculty of Arts in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History February 2016 Wilfrid Laurier University Waterloo, Ontario, Canada © Whitney Wood 2016 Abstract The pain women experience in giving birth is a universal, cross-cultural, biological reality. The ways women experienced these pains, as well as the ways they were perceived by physicians and depicted in wider medical discourses, however, are historically and culturally specific. In late nineteenth and early twentieth century English Canada – a key period in terms of both the medicalization of birth and the professionalization of obstetrics – the dominant medical perception of the female body held that white, middle-class, and urban-dwelling women were particularly “delicate” and sensitive to pain for a variety of reasons.
    [Show full text]
  • Complete Issue
    Dedicated to what works in global health programs GLOBAL HEALTH: SCIENCE AND PRACTICE 2018 Volume 6 Number 4 www.ghspjournal.org EDITORS Editor-in-Chief Stephen Hodgins, MD, MSc, DrPH, Associate Professor, Global Health, School of Public Health, University of Alberta Editor-in-Chief Emeritus James D. Shelton, MD, MPH, Johns Hopkins Center for Communication Programs Associate Editors Matthew Barnhart, MD, MPH, Senior Science Advisor, USAID, Bureau for Global Health Cara J. Chrisman, PhD, Biomedical Research Advisor, USAID, Bureau for Global Health Elaine Menotti, MPH, Health Development Officer, USAID, Bureau for Global Health Jim Ricca, MD, MPH, Learning and Implementation Science Team Leader, Maternal and Child Survival Program, Jhpiego Madeleine Short Fabic, MHS, Public Health Advisor, USAID, Bureau for Global Health Digital Health: Alain Labrique, PhD, Professor, Department of International Health, Johns Hopkins Bloomberg School of Public Health Knowledge Management: Margaret D’Adamo, MLS, MS, Independent Consultant Malaria: Michael Macdonald, ScD, Consultant, World Health Organization, Vector Control Unit, Global Malaria Programme Maternal Health: France Donnay, MD, MPH, FRCOG, FACOG, Women’s Health Consultant Maternal Health: Marge Koblinsky, PhD, Independent Consultant Nutrition: Bruce Cogill, PhD, MS, Consultant Managing Editors Natalie Culbertson, Johns Hopkins Center for Communication Programs Ruwaida Salem, MPH, Johns Hopkins Center for Communication Programs EDITORIAL BOARD Al Bartlett, Save the Children, USA Vinand Nantulya,
    [Show full text]
  • Modernizing Midwifery: Managing Childbirth in Ontario and the British Isles, 1900–1950
    Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2018 Modernizing Midwifery: Managing Childbirth in Ontario and the British Isles, 1900–1950 Gwenith Cross [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Canadian History Commons, European History Commons, History of Gender Commons, History of Science, Technology, and Medicine Commons, Social History Commons, and the Women's History Commons Recommended Citation Cross, Gwenith, "Modernizing Midwifery: Managing Childbirth in Ontario and the British Isles, 1900–1950" (2018). Theses and Dissertations (Comprehensive). 2035. https://scholars.wlu.ca/etd/2035 This Thesis is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. MODERNIZING MIDWIFERY: MANAGING CHILDBIRTH IN ONTARIO AND THE BRITISH ISLES, 1900–1950 by Gwenith Siobhan Cross Bachelor of Arts, Auckland University, 2005 Bachelor of Arts, University of King’s College, 2007 Master of Arts, Dalhousie University, 2009 THESIS/DISSERTATION Submitted to the Faculty of Arts and Department of History in partial fulfilment of the requirements for Doctor of Philosophy in History Wilfrid Laurier University © Gwenith Siobhan Cross 2018 Abstract This dissertation considers the differences, as well as the similarities, between midwifery and childbirth practices in Ontario and in Britain in the first half of the twentieth century. Addressing the modernization of medical practices on either side of the Atlantic, the periodization of this project reflects the increasing concerns about maternal and infant morbidity and mortality alongside medical and political attempts to ensure the involvement of trained medical professionals during pregnancy and childbirth.
    [Show full text]
  • Family and Community Practices That Promote Child Survival, Growth and Development a REVIEW of the EVIDENCE
    FAMILY AND COMMUNITY PRACTICES THA FAMILY T PROMOTE CHILD SURVIV Family and community practices that promote child AL, GROWTH AND DEVELOPMENT survival, growth and For further information please contact: Department of Child and Adolescent Health and Development (CAH) World Health Organization development 20 Avenue Appia, 1211 Geneva 27, Switzerland Tel +41-22 791 3281 • Fax +41-22 791 4853 A REVIEW OF E-mail [email protected] Website http://www.who.int/child-adolescent-health THE EVIDENCE ISBN 92 4 159150 1 WHO WORLD HEALTH ORGANIZATION GENEVA Family and community practices that promote child survival, growth and development A REVIEW OF THE EVIDENCE Zelee Hill, Betty Kirkwood and Karen Edmond Public Health Intervention Research Unit Department of Epidemiology and Population Health London School of Hygiene and Tropical Medicine WORLD HEALTH ORGANIZATION GENEVA WHO Library Cataloguing-in-Publication Data Hill, Zelee. Family and community practices that promote child survival, growth and development : a review of the evidence / Zelee HIll, Betty Kirkwood and Karen Edmond. 1.Child welfare 2.Child health services 3.Home care services 4.Community networks 5.Family 6.Survival analysis 7.Evidence-based medicine 8.Review literature I.Kirkwood, Betty. II.Edmond, Karen. III.Title. ISBN 92 4 159150 1 (NLM classification: WA 320) © World Health Organization 2004 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dissemination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or trans- late WHO publications – whether for sale or for noncommercial distribution – should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]).
    [Show full text]
  • Download Husband-Coached Childbirth: the Bradley Method Of
    HUSBAND-COACHED CHILDBIRTH: THE BRADLEY METHOD OF NATURAL CHILDBIRTH DOWNLOAD FREE BOOK Robert A Bradley, Marjie Hathaway, Jay Hathaway, James Hathaway | 360 pages | 20 May 2008 | Random House USA Inc | 9780553385168 | English | New York, United States Husband Coached Childbirth Welcome back. But this one I wanted to burn before I could get through it. Even a large parking lot requires five minutes of walking to and from your car. Other Editions 4. Secondly, the Bradley Method relies heavily on training fathers to be labor "coaches", or partners. He became a pioneer in including fathers in the birth process and eventually expanded his childbirth method to include extensive instruction of the father as labor coach. By Joanna Slodownik. Some very outdated info though as hospitals have progressed a lot since initial publication. Bradley Method teachers usually supplement these primary techniques with training in different labor positions and comfort measures. Password Forgot your password? Birthing classes. But then again, maybe not everyone in the world is as lucky as Kristie to have such an adoring, helpful, assisting, loving, Husband- Coached Childbirth: The Bradley Method of Natural Childbirth, participating should I go on? Squat often — this one… not on the normal side. He also teaches how your body and baby work together to make labor happen without much interference from the mother at all. I never had an ultrasound done, Husband-Coached Childbirth: The Bradley Method of Natural Childbirth prescribed prenatal vitamins I had a healthy diet and no drugs during labor. Business of Being Born Movie. By Kim Choate. Eating rye bread? Some women swear by the Bradley Method.
    [Show full text]
  • Maternity in Wellington 1950
    LEAVING YOUR DIGNITY AT THE DOOR: MATERNITY IN WELLINGTON 1950 - 1970 by Jane Ellen Esther Stojanovic A thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts (Applied) in Midwifery Victoria University of Wellington, New Zealand 2002 ABSTRACT This thesis describes the maternity system in Wellington between 1950 and 1970 particularly from the perspectives of consumers and midwives. Four women consumers who experienced maternity in Wellington and two midwives who worked in Wellington’s maternity hospitals during this period provided their oral testimonies as the main primary sources for this study. The author’s recollections of being a student nurse and a consumer in Wellington and other primary and secondary sources are used to substantiate, explore and explain the topic. The study traces the sociopolitical changes in New Zealand maternity from 1900 to 1970 creating a backdrop against which Wellington’s maternity system, including the women, the hospitals, the workforce, maternity practices and the childbearing process are illuminated using the insights of women and midwives who experienced them. “That’s what this lady who had had her baby, said to me, she said, You lose your dignity when you have your baby”, was a comment from one of the interviewed women. This took me back to student days when a common saying was ‘You leave your dignity at the door when you go in to have a baby’. These comments suggested the title for this thesis. The oral testimonies of the six participants described positive and negative aspects of their maternity experiences, but the three strong themes that arose from their accounts included ‘being alone’, ‘lack of autonomy’ and ‘uncaring attitudes’.
    [Show full text]
  • Unassisted Childbirth Free Download
    UNASSISTED CHILDBIRTH FREE DOWNLOAD Laura Kaplan Shanley,Michel Odent | 161 pages | 28 Feb 2012 | ABC-CLIO | 9780313397158 | English | Westport, United States Freebirth, Unassisted Childbirth and Unassisted Pregnancy In the past there has been some confusion around who can be present when a woman gives birth without a doctor or midwife. The number of freebirths in the UK and the outcome of these births are unknown. Australia : It is not currently known how many women in Australia give birth Unassisted Childbirth home by choice without medical assistance. Unassisted : Some women who choose UC also choose to have a medically unassisted pregnancy; i. American Journal of Obstetrics and Gynecology. Gravidity and parity. Unassisted birth. American Journal of Clinical Nutrition. Many women contemplating freebirth find it useful to watch YouTube videos of unassisted births. Other aspects of this response have also been called into question by scientific research. We understand that the decision to freebirth is complex and women do not take such decisions lightly. The only exception to this is when a woman lacks capacity as described by the Mental Capacity Act Bradley method Hypnobirthing Lamaze Nesting instinct. The Age. Hidden categories: Webarchive template wayback links Articles needing additional references from March All articles needing additional references All articles with unsourced statements Articles with unsourced statements from April Articles with unsourced statements from February Unassisted Childbirth a woman freebirths, she is not trying to recreate a medical birth at home. Approximately 0. CBC News. Section 45 states that " A person other than a registered midwife or registered medical practitioner shall not attend a woman in childbirth.
    [Show full text]
  • 2021 Member Handbook Families and Children Also Known As Prepaid
    Member Handbook Families and Children This is also known as the Prepaid Medical Assistance Program (PMAP) January 1, 2021 This booklet contains important information about your health care services. Customer Service: 8 am – 5 pm, Monday – Friday, 612-676-3200 or 1-800-203-7225 (toll free) If you are hearing impaired, please call our TTY number: 612-676-6810 or 1-800-688-2534 (toll free) (requires special equipment). UCare PO Box 52 Minneapolis, MN 55440-0052 ucare.org CB5 (MCOs) (5-2020) Civil Rights Notice Discrimination is against the law. UCare does not discriminate on the basis of any of the following: • race • age • medical condition • color • disability (including physical • health status • national origin or mental impairment) • receipt of health care services • creed • sex (including sex stereotypes • claims experience • religion and gender identity) • medical history • sexual orientation • marital status • genetic information • public assistance status • political beliefs Auxiliary Aids and Services. UCare provides auxiliary aids and services, like qualified interpreters or information in accessible formats, free of charge and in a timely manner, to ensure an equal opportunity to participate in our health care programs. Contact UCare at 612-676-3200 (voice) or 1-800-203-7225 (voice), 612-676-6810 (TTY), or 1-800-688-2534 (TTY). Language Assistance Services. UCare provides translated documents and spoken language interpreting, free of charge and in a timely manner, when language assistance services are necessary to ensure limited English speakers have meaningful access to our information and services. Contact UCare at 612-676-3200 (voice) or 1-800-203-7225 (voice), 612-676-6810 (TTY), or 1-800-688-2534 (TTY).
    [Show full text]