Course Materials

1. cross-Cultural Health Perspectives
cross-Cultural Health Perspectivescross-Cultural Health Perspectives Permalink: https://
/cross-cultural-health-perspectives/ THE PEN-3 Model The PEN-3 Model is a conceptual
framework for planning and developing culturally appropriate health education and disease
prevention programs (Airhihenbuwa, 1995; Airhihenbuwa & Webster, 2004). The model
consists of three domains: Cultural Identity, Relationships and Expectations, and Cultural
Empowerment. SLP “ Overall Expectations and Outcome The SLP will demonstrate the
culmination of your understanding and your ability to: Choose a target cultural group
Identify a health problem affecting this group Characterize the broader social cultural
context in which behaviors contributing to this health problem occur Discuss how culture
can be leveraged toward empowerment of your target group Discuss the implications of
cultural identity in determining the most appropriate intervention point of entry Identify,
analyze, and synthesize scholarly materials to inform your application of the PEN-3 Model
to the development of your health education program EXAMPLE For your SLP, you are
being asked to consult the scholarly literature to identify positive, existential, and negative
perceptions, enablers, and nurturers related to your target cultural group€„¢s health
behavior/problem of interest; you will construct a table like the one that appears below,
one row at a time; and, beneath this table, you will provide a narrative explanation of the
items that you have listed in each cell of the table, citing the sources consulted to arrive at
this information. Here is an example of what you expected to do in constructing your own
PEN-3 table for this assignment. The following is a hypothetical application of the PEN-3
Model toward the development of a breast cancer screening program intervention for
Native Hawaiian women. I have completed the first two rows of this table to give you an
idea of where you€„¢re heading. Beneath the table, I include an example of narrative
statements that should also be provided to clarify the information furnished in each cell of
your table. SAMPLE PEN-3 TABLE Target Cultural Group: Native Hawaiian women Health
Problem: Breast Cancer Screening (participation rates low) Positive Existential Negative
Perceptions Screening detects cancer when it is most treatable; important None
Uncomfortable; cancer treatment is aversive; cancer=fear, anxiety, burden; unsure of
screening guidelines; €œIf I feel good, I must be okay;€�mammography is
dangerous; distrust of free services; embarrassment of disrobing. Enablers Adequate health
care coverage; reminders; ive outreach; church as a source of emotional and tangible
Church as a place of family and spiritual connection Lacks access to healthcare facilities;
lacks regular transportation; culturally insensitive services Nurturers ETC. Positive

2. Perceptions- Native Hawaiian women believe that screening detects cancer early on, when
the disease is likely to be most treatable; they also perceive cancer screening to be
important (Ka opua & Anngela, 2005). These beliefs are apt to encourage these women to
receive breast cancer screening. Hence, the health educator should leverage these
perceptions in target low breast cancer screening rates in this group. Existential
Perceptions-All of the perceptions relative to breast cancer screening within this target
cultural group appear to be either positive or negative (Ka opua, 2008; Ka opua & Anngela,
2005). That is, there were no discernable existential perceptions (i.e., perceptions that
neither negatively nor positively contributed to the desired health behavior). Negative
Perceptions-Focus group data indicate that Native Hawaiian women may believe
mammography to be uncomfortable or may consider the procedure to be dangerous (Ka
opua, 2008; Ka opua & Anngela, 2005). These women also expressed fear of detecting
cancer as a deterrent to screening (given the perceived burden of cancer on family
resources). Some opted to believe that if they feel okay, they must be okay. Others perceived
free cancer screening services as suspect, likely due to prior negative experiences with the
health care system. There was also a sense of embarrassment with regard to disrobing in
preparation for a mammogram (Ka opua, 2008; Ka opua & Anngela, 2005). These negative
feelings, attitudes, and beliefs are apt to be barriers to seeking breast cancer screening for
this target cultural group. Hence, the health educator should incorporate strategies to
address each of these perceptions. References: Ka’opua, L.S. (2008). Developing a culturally
responsive breast cancer screening promotion with Native Hawaiian women in churches.
Health & Social Work, 33(3), 169-177. Ka ÃŒ‚¬opua, L.S., & Anngela, L. (2005). Developing a
spiritually based breast cancer screening intervention for Native American women. Cancer
Control, Cancer, Culture and Literacy Supplement. Your Task for Module 2 For Module 2,
Begin the process of constructing a 3 X 3 table in which you cross the Cultural
Empowerment and Relationships and Expectations domains of the PEN-3 Model (see below
for an example of the format that you should use). For the current module, complete the
first row of this table by identifying and listing positive perceptions, existential perceptions,
and negative perceptions that influence your target cultural group’s behaviors with regard
to the health problem that you, the health educator, identified in Module 1. (You will
complete the remaining rows of this table in Modules 3 and 4.) DOMAINS Positive
Existential Negative Perceptions X X X Enablers Nurturers Be sure to note the scholarly
source(s) consulted in the course of identifying each of the items that you have listed in
your table (i.e., provide a citation adjacent to each entry, and include a reference list with
your completed table). For guidelines on in-text citations, visit the following web site:
Upload a completed draft of your table and citations to the SLP field in CourseNet at the
conclusion of this module. SLP Assignment Expectations: Use the scholarly literature to
identify positive, existential, and negative perceptions among your target cultural group
that may influence the problem health behavior that you have chosen to examine; use this
information to complete the first row of your PEN-3 table; and provide a narrative
explanation for perceptions that you have identified in your table. (An example is provided
above.) LENGTH: 1-2 pages typed and double-spaced The following items will be assessed
in particular: 1. PRECISION: Each of the questions of the assignment is specifically

3. addressed in the paper. 2. CLARITY: The paper reads clearly (i.e., it is not confusing) and is
well-structured. 3. BREADTH: The paper presents appropriate breadth covering the
questions of the assignment. 4. DEPTH: The paper presents points that lead to a deeper
understanding of the matters and/or issues being discussed and integrates several points
into coherent conclusions. 5. APPLICATION: Your assignment has application for a
€œreal life€�health problem facing a €œreal world€�cultural target group.
Keep in mind that œA�papers are truly exceptional works that go beyond simply
answering the questions. Additional Guidelines: You will write the sections of your SLP and
submit each at the end of each module. Enhance your research by using the web as well as
the journal databases such as Proquest and EBSCO. Please conform to TUI’s writing style
(see your Syllabus page): One inch margins all around and referencing sources APA style;
etc.