The document discusses the importance of cultural and linguistic competence in health promotion and education. It notes that the US population is becoming more diverse and health disparities exist between cultural groups. It provides definitions for key terms like culture, ethnicity, race, and discusses models of cultural competence. The document outlines strategies for health educators to incorporate cultural and linguistic competence into their work, such as understanding the communities they serve, providing training to staff, and ensuring programs are appropriate and accessible to diverse groups. Standards are needed to address competence in health education programs and professional preparation.
• Definition- pg 46 + 48 in Du Toit
• Concepts within transcultural nursing care- pg 47 in Du Toit
• Leininger’s transcultural nursing theory- pg 47-48 in Du Toit
• Transcultural nursing assessment model of Giger & Davidhizar (transcultural variations)- pg 49-51 in Du Toit
This presentation mainly explains about the type of patients that are encountered in day to day practice as well as how each of them should be handled to improve the communication between a doctor and the patient.
• Definition- pg 46 + 48 in Du Toit
• Concepts within transcultural nursing care- pg 47 in Du Toit
• Leininger’s transcultural nursing theory- pg 47-48 in Du Toit
• Transcultural nursing assessment model of Giger & Davidhizar (transcultural variations)- pg 49-51 in Du Toit
This presentation mainly explains about the type of patients that are encountered in day to day practice as well as how each of them should be handled to improve the communication between a doctor and the patient.
Presentation on Giger and Davidhizar’s Transcultural Assessment Model and its use in assessing care of clients from multicultural populations for medical professions.
Person centered care models with reference to dementia care, has demonstrated positive outcomes for behavioral disturbance. This presentation will increase awareness and understanding about person-centered care for people with dementia. Discussion includes complex needs of people with dementia, leading to compromised behavioral symptoms; including non-pharmacological approaches, sleep-wake-cycle disturbance, verbal outbursts and aggression. Further discussion encompasses evidence based outcomes with the use of person centered care that focuses on preserving the "personhood" of the individual.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Through palliative care, we change the role of a patient into a whole human being.
Through palliative care, we transform the stages leading to death into times filled with life
The C. Everett Koop National Health Award recognizes population health promotion and improvement programs. Each year, awards are presented by The Health Project’s leadership to winning organizations as part of the annual HERO Forum each fall. This Thursday Ron Goetzel joins us for an update on the C. Everett Koop National Health Award with information on criteria and how to apply.
Presentation on Giger and Davidhizar’s Transcultural Assessment Model and its use in assessing care of clients from multicultural populations for medical professions.
Person centered care models with reference to dementia care, has demonstrated positive outcomes for behavioral disturbance. This presentation will increase awareness and understanding about person-centered care for people with dementia. Discussion includes complex needs of people with dementia, leading to compromised behavioral symptoms; including non-pharmacological approaches, sleep-wake-cycle disturbance, verbal outbursts and aggression. Further discussion encompasses evidence based outcomes with the use of person centered care that focuses on preserving the "personhood" of the individual.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Through palliative care, we change the role of a patient into a whole human being.
Through palliative care, we transform the stages leading to death into times filled with life
The C. Everett Koop National Health Award recognizes population health promotion and improvement programs. Each year, awards are presented by The Health Project’s leadership to winning organizations as part of the annual HERO Forum each fall. This Thursday Ron Goetzel joins us for an update on the C. Everett Koop National Health Award with information on criteria and how to apply.
The first in a two-part webinar series presented by US Healthiest and its HealthLead initiative, this webinar will focus on student peer-to-peer "Wellness Champions" within institutions of higher learning. Featuring Ohio State University's student well-being program and its student wellness champions as a case study.
Learning Objectives
As a participant, you will learn how to:
Recruit and train student wellness champions
Leverage your network to promote your wellness initiatives
Engage your student population in wellness initiatives
John Weaver, Psy.D. is a Licensed Psychologist who received his Doctor of Psychology degree from the Wisconsin School of Professional Psychology. He also has a Master of Science degree in Clinical Psychology from Marquette University and a Master of Divinity degree from St. Francis School of Pastoral Ministry.
Building a Culturally Competent Organization: The Quest for Equity in Health ...Nathan (Andy) Bostick
Cultural competency in health care describes the ability of systems to provide care to patients with diverse values, beliefs and behaviors, including the tailoring of health care delivery to meet patients' social, cultural and linguistic needs. A culturally competent health care system is one that acknowledges the importance of culture, incorporates the assessment of cross-cultural relations, recognizes the potential impact of cultural differences, expands cultural knowledge, and adapts services to meet culturally unique needs. Ultimately, cultural competency is recognized as an essential means of reducing racial and ethnic disparities in health care. This guide explores the concept of cultural competency and builds the case for the enhancement of cultural competency in health care.
This presentation introduces the concepts of cultural competency and health disparities and biases that may arise when treating patients of different backgrounds.
Place matters for health! A growing body of research over the last several decades has shown the connections between place and health. From obesity and chronic disease to depression, social isolation, or increased exposure to environmental toxins and pollutants, a person’s zip code can be a more reliable determinant of health than their genetic code.
In 2016, Project for Public Spaces compiled a report of peer-reviewed research that found key factors linking pubic spaces and peoples’ health. And public spaces are more than just parks and plazas – our streets represent the largest area of public space a community has!
This webinar will introduce participants to the placemaking process, the research behind the findings linking place and health, and how to envision streets as places – not just their function in transporting people and goods, but the vital role they play in animating the social and economic life of communities.
Using case problems, this webinar will give attendees real-world examples of workplace wellness situations and help attendees learn from those situations so that they can design and implement a compliant wellness program. Through case problems, attendees will review compliance mistakes concerning HIPAA, ACA, GINA, ADA, FLSA, data privacy and tax laws. Participants will learn how to use those laws to build a better workplace wellness program.
Learning Objectives:
* Understand how to apply laws to specific factual situations.
* Identify red flags in certain common workplace wellness practices.
* Learn the basics of HIPAA, ACA, GINA, ADA, FLSA, data privacy and tax laws as those laws relate to workplace wellness programs.
Looking for a healthier investment strategy? A new study by The Health Project (THP) finds that a portfolio of stock in companies that have won the prestigious C. Everett Koop National Health Award -- recognizing effective workplace health promotion programs -- has significantly outperformed the Standard & Poor's (S&P) 500 Index over the past 14 years. Since 2000, investing in Koop Award winners would have produced more than double the returns of the S&P 500, according to the new research led by THP President and CEO Dr. Ron Goetzel. Tune in to this webinar to hear more about this and related studies.
This webinar will discuss the prevalence of pre-diabetes and it’s contributing factors and the initial efforts to translate the National Diabetes Prevention Program to public health. We will also look at new approaches to providing interventions.
Learning objectives:
Scope and scale of pre-diabetes and what factors contribute to it.
Review initial efforts to translate the DPP to public health.
New approaches to providing interventions.
About The Presenter
Dr. Marrero received a B.A. (1974), M.A. (1978) and Ph.D. (1982) in Social Ecology from the University of California, Irvine. He joined the IU School of Medicine in 1984 and became the J.O. Ritchey Professor of Medicine in 2004. He was a member of the Diabetes Research & Training Center and served as Director of the Diabetes Prevention and Control Division. He is currently the Director of the Diabetes Translational Research Center. Dr. Marrero is an expert in the field of clinical trails in diabetes and translation research which moves scientific advances obtained in clinical trails into the public health sector. He helped design the Diabetes Prevention Program and the TRIAD study, which evaluated strategies to improve diabetes care delivery in managed care settings. His research interests include strategies for promoting diabetes prevention, care settings, improving diabetes care practices used by primary care providers, and the use of technology to facilitate care and education. Dr. Marrero was twice awarded the Allene Von Son Award for Diabetes Patient Education Tools by the American Association of Diabetes Educators, nominated to Who’s Who in Medicine and Health care in 2000, served as Associate Editor for Diabetes Care (1997-2002) and is currently the Associate Editor for Diabetes Forecast. He was selected as Alumni of the Year for University of California Irvine in 2006 and The Outstanding Educator in Diabetes in 2008 by the American Diabetes Association. He is the current President of the American Diabetes Association.
CDC will provide an overview of their WorkLife Wellness Office services and describe how they used the HealthLead accreditation process to provide a framework to assess the comprehensiveness of their new office and existing programs and processes. Also, how the scoring of framework identified strengths and weaknesses and how the assessment plan of action is used for future strategic planning to drive new connections, data sources, and programmatic gaps as they strive to achieve HealthLead Silver. CDC will share specific examples of what was required and shared as part of the HealthLead audit during the presentation.
The way you communicate, and what you communicate, shapes how your employees feel about working there. Yet organizations often fail to prioritize corporate communication, to the detriment of their entire workplace culture.
Regular communication with employees sends the message that you value them as whole people. And consistent, meaningful communication can strengthen the employee-employer relationship. And when that relationship is strong, everyone wins: the employees, the employer, and the customers, clients, or patients.
You’ll come away from this webinar with immediately-useful tips and insider tricks from our 30+ years of experience producing engaging employee communications and leave with a blueprint of how to produce your own communications, or evaluate a vendor’s options, plus creative options.
We are reminded of the risk of workplace violence every time we hear of a tragic shooting on the news. As wellness professionals, we often have a broad contact with individuals who are struggling and with the structures of organizations that can have an influence on whether those individuals get help or act out their anger and frustration. In this session we will look at risk factors that can be identified to indicate that an individual needs additional assessment and help and at the organizational structures that can be implemented to reduce the risk of violence in your workplace. It is important that, as wellness professionals, we look at how to address this extreme form of unhealthy behavior.
Wellness is who we are, not what we do. As Oklahoma State University’s Chief Wellness Officer, Dr. Suzy Harrington shares a comprehensive, evidence based, wellness strategy model, driving America’s Healthiest Campus®. This model is transferrable to any setting to strategize the collaboration and vision for students, employees, and in the communities in which we live, learn, work, play, and pray. In addition to the model, Dr. Harrington will share the foundational structures that must be in place to support a sustainable culture of wellness.
Have you ever wondered why it is that even people who desperately want to adopt healthier lifestyles don’t stick with them once their initial burst of motivation fades? This provocative webinar will discuss the surprising reasons this is true and also showcase a new science-based paradigm to motivate healthy behavior so it is maintained over time. Dr. Michelle Segar will explain why logic-based reasons for behavior change (e.g., better heath, disease prevention, etc.) keep people stuck in cycles of starting and stopping but not behavioral sustainability. Using story and science, she will describe an easy-to-adopt, novel approach to promoting health, wellness, and fitness behaviors that leading organizations are starting to adopt. Attendees will leave this webinar with a more strategic way to communicate about and promote the sustainable behavior necessary for achieving improved health and well-being.
This webinar will discuss the major federal laws that impact workplace wellness program design, including the Affordable Care Act/HIPAA Nondiscrimination rules on the use of financial incentives, the Americans with Disabilities Act (ADA), the Genetic Information Nondiscrimination Act (GINA), federal tax laws as well as recent EEOC action such as the proposed ADA rules and lawsuits against Honeywell, Flambeau and Orion Energy Systems. Through case examples, the speaker will explain how each of these laws interact with one another, who enforces these laws, what to expect in terms of future guidance, and how health promotion professionals can use these laws as tools in designing more effective and inclusive workplace wellness programs.
Are you looking to refresh your current workplace wellness program or have you thought about starting a workplace wellness program and don't know where to begin? Check out Workplace Wellness 2.0. In 60 minutes, you'll learn the 10 easy steps to create an inexpensive, community-based, volunteer-managed, thriving wellness initiative. Hope Health's managing editor, Jen Cronin, will walk you through the effective strategy based on the custom publisher's 30-plus years of working with hundreds of organizations and their workplace wellness efforts.
Learning Objectives:
How to begin a new program, or add new life to an existing wellness program, with the Workplace Wellness 2.0 concepts
How to take advantage of inexpensive, free and readily available resources to power your wellness program
How to create a program WITH employees vs. FOR employees.
About The Presenter
Jen Cronin
Managing Editor
Hope Health
An avid runner and foodie, Jen's goal is to help others embrace — and enjoy — a healthful lifestyle by creating inspiring, engaging, and fun content that focuses on simple ways people can take care of their mind, body, and spirit. Jen has more than 18 years of writing, editing, and communications project management experience. She has worked as a health reporter, a public relations specialist at a major medical school, and a marketing communications consultant for a Blue Cross Blue Shield affiliate before coming to HOPE Health in 2009.
Samantha Harden discuss provides an overview of the RE_AIM framework which evaluates the effectiveness of interventions based on the following five dimensions:
Reach into the target population
Effectiveness or efficacy
Adoption by target settings, institutions and staff
Implementation - consistency and cost of delivery of intervention
Maintenance of intervention effects in individuals and settings over time.
We will also practice using RE-AIM in planning, implementation, and evaluation and share resources available on RE-AIM.org.
Learning Objectives
1. Understand the five RE-AIM dimensions
2. Practice using RE-AIM for planning, implementation, and evaluation
3. Explore available resources found at RE-AIM.org
Simply applying knowledge we have reliably in hand, we could prevent fully 80% of all chronic disease and premature death in modernized and modernizing countries. Standing between us and that prize is an obstacle course of competing claims, false promises, and profit-driven, pop culture nonsense. The case will be made for True Health Coalition to rally diverse voices to the cause of using what we know, even as we pursue what we do not. The challenges, operations, and promise of the endeavor will be discussed.
Shannon Polly will lead a webinar on teaching tangible techniques and exercises that help people cultivate presence. The hour-long webinar will also include information on what science is telling us about presence. Shannon Polly brings both her expertise as a professional actor, playwright and Broadway producer and her background in positive psychology as a teacher, facilitator and coach to this somatic approach to well-being and thriving.
“It’s a common myth that you either have ‘executive presence’ – that essence that helps you to command a room – or you don’t”, says Polly, “but that is simply not true. As an actor, I know there are tricks and techniques, and as a Positive Psychology Expert, I also know that how you carry yourself physically has a big impact.”
A historical journey into the origin of Emotional Intelligence (EQ) as a concept developed by Mayer & Salovey and later Daniel Goleman. A futuristic trek revealing the application of Emotional Intelligence via 8 EQ Competencies developed by the International EQ Organization, Six Seconds.
More from HPCareer.Net / State of Wellness Inc. (20)
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Dehradun #ℂall #gIRLS Oyo Hotel 9719300533 #ℂall #gIRL in Dehradun
Cultural Competency and Health Education
1. Cultural Competency and Health
Education: A Window of
Opportunity
Raffy R. Luquis, Ph.D., MCHES
Penn State Harrisburg: rluquis@psu.edu
Miguel A. Pérez, Ph.D. MCHES
Fresno State: mperez@csufresno.edu
HPLive:March28,2014
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3. Demographic Shift
• The numbers and characteristics of the US population have
been changing since the turn of the century.
• Census Bureau projects that in the next four decades the
nation:
• Will be more diverse and
• The majority of the population will be concentrated in urban
areas
• Immigration will continue to drive demographic shifts
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4. Demographic Shift
• The number of people 60 and older will continue to increase
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6. Demographic Shifts
• Non-White population are expected to become the majority
• The Hispanic and Asian populations will continue to grow
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7. Demographic Shift
• The racial and ethnic diversification of the U.S. population
establishes the need for cultural and linguistic competence.
• In order to be effective, health education and prevention
strategies must: address each group ’s unique:
• culture,
• experiences,
• language,
• age,
• gender, and
• sexual orientation
In a culturally and linguistically appropriate manner.
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8. Health People 2020
• In the US, not all men [and women] are created equal which is
denoted in their health status.
• Healthy People 2020 goal to achieve health equity, eliminate
disparities, and improve the health of all groups”, expands on
previous goals for the nation.
• Health disparities are caused by a myriad of factors
• lack of health information;
• lack of health insurance;
• individuals’ beliefs and attitudes;
• a shortage of diverse health care providers;
• comorbidity involving other serious health problems; and
poverty.
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9. Definitions
• Diversity is a dynamic philosophy of inclusion based on
respect for cultures, beliefs, values, and individual differences
of all kinds. It respects and affirms the value in differences in
ethnicity and race , gender, age, sexual orientation,
socioeconomic status, linguistics, religion, politics, and special
needs
• Race refers to the biological variation including phenotypical
differences in stature, skin color, hair color, facial shape and
other inherited characteristics that may or may not be
mutually exclusive in each individual
• Although the concept of race is socially meaningful, it is of limited
biological significance.
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10. Definitions
• Ethnicity refers to a group or individual ’s concept of cultural
identity which includes a wide variety of learned behaviors
that a human being uses in his or her natural and social
environment to survive, which may result in cultural
demarcation between and within societies
• An ethnic group consists of people who share a common
orientation toward the world, whose members identify with each
other on the basis of a real or a presumed common genealogy or
ancestry, and who are perceived by others as having a distinctive
culture
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11. Definitions
• Culture comprises values and beliefs
• it is learned, shared, and transmitted from one generation to next
• it helps organize and interpret life
• it includes thoughts, styles of communicating, ways of interacting,
views on roles and relationships, values, practices, and customs
• It includes socioeconomic status,
• physical and mental ability,
• sexual orientation, and occupation
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12. Cultural & Linguistic Competence
• Six reasons why we need cultural and linguistic competence
• To respond to current and projected demographics changes.
• To eliminate long-standing disparities in the health status of
people of diverse racial, ethnic, and cultural background.
• To improve the quality of service and health outcomes
• To meet legislatives, regulatory, and accreditation mandates.
• To gain a competitive edge in the marketplace.
• To decrease the likelihood of liability or malpractice claims.
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Cohen & Goode, 1999; Goode & Dunne, 2003
13. Cultural Competence & Confidence
• Cultural Competence
• A developmental process defined as a set of values, principles,
behaviors, attitudes, and policies that enable health professionals
to work effectively across racial, ethnic, and linguistically diverse
groups.
• At the organization level requires a comprehensive and
coordinated plan, including for the individual
• Cultural confidence
• A lifelong process based upon individuals' self-reflection on
biases and prejudices as well as a motivation to expand their
limited understanding of complex issue.
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2011 Joint Committee on Health Education and Promotion Terminology
14. Cultural Competence
• Cultural competence is a journey
• It is characterized by the awareness and acceptance of
difference.
• Includes awareness and acceptance of one’s own cultural
values.
• Includes the commitment to honor and
respect beliefs and values of other cultures.
• Does not mean you agree with everything.
• Includes the ability to develop, adapt, and implement practice
skills to fit the cultural context of the person.
• It is a dynamic, ongoing, developmental process that requires
a long-term commitment and is achieved over time.
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16. The Ongoing Journey of Cultural
Competence
• Assessing culture by being aware of your own culture
• Value diversity by developing a community of learning with
students
• Manage the dynamics of difference by appreciating the power
of conflicts
• Resolve the conflicts
• Adapting to diversity by committing to continuous learning
• Institutionalizing cultural knowledge
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17. Linguistic Competence
• The capacity of an organization and its personnel to
communicate effectively, and convey information in a manner
that is easily understood by diverse audiences.
• Includes a myriad of strategies to accomplish proper
communication with diverse audiences.
• It requires that individuals and organizations have the capacity
to respond effectively to the health literacy needs of the
populations served.
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19. Linguistic Competence
• Includes, but is not limited to, the use of:
• bilingual/bicultural or multilingual/multicultural staff;
• cross-cultural communication approaches;
• foreign language interpretation services including distance
technologies;
• sign language interpretation services;
• multilingual telecommunication systems;
• print materials in easy to read, low literacy, picture and symbol
formats;
• materials in alternative formats (e.g., audiotape, Braille, enlarged
print );
• materials developed and tested for specific cultural, ethnic and
linguistic groups;
• translation services;
• ethnic media in languages other than English (e.g., television, radio,
newspapers). 19
HPLive:March28,2014
20. Standards for Cultural and
Linguistic Appropriate Services
• CLAS serves as a blueprint for individuals, health and health
care organizations to implement culturally and linguistically
appropriate services
• CLAS are structured:
• Principal Standard (standard 1),
• Governance, Leadership, and Workforce (standards 2–4),
• Communication and Language Assistance (standards 5–8), and
• Engagement, Continuous Improvement, and Accountability
(standards 9–15)
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https://www.thinkculturalhealth.hhs.gov/Content/clas.asp
21. Program Planning Models and
Cultural Diversity
• Planning models provide structure, direction, and sequence to
the planning process.
• The concepts of cultural competence help to direct the focus
of the planning model toward programs appropriate for the
diverse population.
• Community-based participatory research models are useful in
development of culturally and linguistically appropriate
programs to address health disparities.
• As part of CBPR, it is important to recognize the collaboration
of community-based leaders and academic communities in
this process.
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22. Planning, Implementation,& Evaluation
of CulturallyAppropriatePrograms
• When working with diverse groups, health educators must get
a clear picture of how cultural issues influence a health
problem and related risk behaviors.
• Needs Assessment
• Tool to help get the bid picture of the health problem.
• Allow for the identification of community capacities and needs
• Qualitative methods and secondary data gathering are useful in
needs assessment with diverse groups.
• Careful attention should be given when using population based
surveys.
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23. Planning, Implementation,& Evaluation
of CulturallyAppropriatePrograms
• Culturally appropriate evaluation
• Requires a balance of the program goals and objectives, the
target population, and the resources available.
• Collaboration of all program staff and representatives of the
target population is key.
• Several factors must be consider when determining how to
design, adapt, or collect data with diverse groups.
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24. Planning, Implementation,& Evaluation
of CulturallyAppropriatePrograms
• Education
• formalized education is a mechanism by which individuals are
taught how to function within the organization of society.
• education provides opportunities to learn and practice
assessment constructs that are commonly used in planning and
measuring program outcomes.
• lack of formal Western education can compromise the use of
standard assessment constructs when working with diverse
groups.
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25. Planning, Implementation,& Evaluation
of CulturallyAppropriatePrograms
• Language
• When translating evaluation assessments, the translation must
accurately reflect a specific target population’s language,
standards, traditions, and culture.
• Lack of written language or the inability to read is also a
significant challenge in evaluation design.
• Cultural protocol
• These are culturally sanctioned behaviors acceptable to a specific
population.
• These patterns of behaviors pose considerable challenges in the
planning, implementation, evaluation of community-based
programs.
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26. Cultural Appropriateness and
Diverse Individuals and Groups
• Trust and sensitivity are pillars in building positive working
relationships and interactions between the health professional
and cultural groups.
• Cultural desire and cultural awareness are exemplified in the
selection and design of health education program approaches
and materials.
• Health professionals can develop the personal sensitivity,
trust, and credibility that are pivotal for integrating cultural
competence into health education programs.
• Cultural appropriateness in working with diverse individuals
and groups requires a collaborative partnership that
recognizes and respects the skills of all parties.
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27. Strategies to Incorporate CLC
into Health Education
• Health educators must
learn to recognize the
importance of culture and
respect diversity.
• Maintain a Current Profile
of the Cultural Composition
of the Community
• Consider the language of
both younger and older
generations.
• Provide Ongoing Cultural
and Linguistic Competence
Training to Health
Educators and other Staff.
• Involve cultural brokers
from the targeted racial
and ethnic groups during
the development of health
education programs.
• Ensure that health
education programs and
services are culturally and
linguistically appropriate.
• Assess and evaluate the
program’s level of cultural
and linguistic competence.
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28. Standards for C&LC in Health
Education and Health Promotion
• Health Education and
Promotion Programs
• Needs assessment &
appropriate assessment
tools
• Work with and include
members of the target
group
• Use target group preferred
language
• Empower racial/ethnic and
cultural communities
• Ensure that programs are
accessible, appropriate and
equitable
• A Trained Workforce
• Professional preparation
programs
• Continue education for
practitioners
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29. Points to Remember
• Health educators need to understand that cultural and
linguistic competence are an integral part of the development,
implementation, and evaluation of health education and
promotion programs.
• Health educators need to promote cultural and linguistic
competence in order to work effectively with the individuals
or communities served by their organizations and to address
these individuals’ or communities’ health needs.
• We already know a number of good strategies for
incorporating cultural and linguistic competence into health
education.
• It is time for our profession to develop standards that address
cultural and linguistic competence in health education
programs and in the preparation of health education
professionals.
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