Page 102 - Cultural Competence in Health Education

80 Cultural Competence in Health Education and Health Promotion

NCCAM has made a call to health professionals to educate the public on how to
select a CAM provider. Responsibility VI of responsibilities and competencies of
health educators says that these professionals should act as resource persons in
health education (NCHEC, 2002). Health educators should be knowledgeable about
CAM so they can educate others. An important goal in this educational process is to
educate consumers on how to select CAM practitioners. Selecting the appropriate
CAM provider will protect the consumer and increase the likelihood of success in
treatment. The NCCAM guidelines for selecting a CAM practitioner may need to be
transmitted by health educators to their clients. These guidelines are presented in
Exhibit 4.6 .
Currently, the body of knowledge on the application of CAM in the field of health

education is limited. Patterson and Graf (2000), Chng et al. (2003), Johnson and
Johnson (2004), Pinzon - P é rez (2005), and Synovitz, Gillan, Wood, Martin - Nordness,
and Kelly (2006) have published valuable articles or presented papers at national con-
ferences or on the importance of CAM in health education. Synovitz et al. (2006) have
conducted research on college students ’ complementary and alternative medicine use

in relation to health locus of control and spirituality level. Their findings indicated that
internal locus of control was positively associated with use of CAM therapies and with
spirituality level.
Pinzon - P é rez (2005) discusses the applications of the studies conducted by Patter-
son and Graf; Chng, Neill, and Fogle; and Johnson and Johnson and provides valuable
insights on the applications and challenges for health education posed by these emerg-

ing fields (see Exhibit 4.7 ).
The nursing profession could serve as a valuable example to health educators on
the importance of establishing formal education programs and standards of practice
on CAM, traditional medicine, and holistic health. The American Holistic Nurses
Association (AHNA), an organization founded in 1981, has served as a bridge between
the biomedical perspective in nursing and the alternative and complementary healing
paradigm (AHNA, 2004). This organization has developed philosophical principles
that can be adopted by health educators interested in CAM, traditional medicine, and
holistic health.

EXHIBIT 4.6. NCCAM Guidelines for Selecting a CAM Practitioner.

■ If you are seeking a CAM practitioner, speak with your primary health care provider(s)
or someone you believe to be knowledgeable about CAM regarding the therapy in
which you are interested. Ask if he or she has a recommendation for the type of
CAM practitioner you are seeking.
■ Make a list of CAM practitioners and gather information about each one before

making your first visit. Ask basic questions about their credentials and practice.

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