Page 106 - Cultural Competence in Health Education

84 Cultural Competence in Health Education and Health Promotion

Culturally competent health education programs should include constant dialogue
and further research on how to incorporate training, publications, and professional
development in CAM, traditional medicine, and holistic health into the delivery of
health education services. Examples of culturally competent health education pro-
grams on CAM should be published and made known to the professional health edu-
cation body. Funding for research and publications on this area ought to be a priority
for professional health education organizations and individual members.
There is also a need to add classes at the undergraduate and graduate levels in
which future health educators can learn about and discuss the implications of CAM for
their professional practice. Synovitz et al. (2006) have supported this need, fi nding it
relevant in light of the results of their study on college students ’ use of CAM therapies.
There is also a need to consider the development of academic certificate programs and

international research cooperative agreements on CAM.
Potential challenges in future applications of complementary healing, alternative
medicine, and holistic health for the health education profession include (1) defi ning
health educators ’ competencies and responsibilities associated with CAM practices,
(2) enhancing the body of knowledge relating to CAM in health education profes-
sional practice, and (3) stimulating dialogues in the health education professional
community on alternative, complementary, and holistic healing practices and on their
use within a context of cultural respect and rigorous scientifi c inquiry.

CONCLUSION
Complementary and alternative medicine practices are amply used in the United
States. The 2002 National Health Interview Survey documented that approximately
62 percent of the U.S. adult population has used CAM modalities, including prayer.
The major modalities of CAM, as described by the National Center for Complemen-
tary and Alternative Medicine, are whole medical systems, mind - body medicine,
biologically based practices, manipulative and body - based practices, and energy med-

icine. NCCAM is the lead federal entity supporting scientific research initiatives
related to complementary and alternative medicine. The clarification of terms such as

complementary and alternative medicine, conventional medicine, folk or traditional
medicine, integrative medicine or healing, and holistic health is of special relevance
for the health education practice.

POINTS TO REMEMBER

■ Health educators face a new body of knowledge related to the emergence of fi elds

such as complementary and alternative medicine. There are new challenges for
health educators regarding their role in complementary and alternative healing
practices.

■ It is vital that health educators create a body of knowledge on CAM unique to the
domain and needs of the health education practice. Further research in this area is
needed.

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