Page 142 - Cultural Competence in Health Education

120 Cultural Competence in Health Education and Health Promotion

cultural identity) has been identified, the behavioral change can be addressed and pro-

moted. It is also important to recognize that there may be multiple points of entry for
addressing the social context and behaviors (Airhihenbuwa & DeWitt Webster, 2004).
To promote the desired change, the individual can be provided with opportunities to
acquire information and the skills needed to make quality health decisions appropriate
to his or her role in his or her family and community (Airhihenbuwa, 1995). In addi-
tion health education is concerned not only with the immediate, nuclear family but
also with the extended family. Family plays a key role in the lives of members of
many racial and ethnic groups. For example, a husband ’ s mother, given her infl uence
on the expectations of the couple in such areas as sexual negotiation, might be the source
of certain behaviors that need to be changed (Airhihenbuwa & DeWitt Webster, 2004).
Finally, health education is committed to health promotion and disease prevention in
neighborhoods and communities, as involvement of community members is critical
in the provision of culturally appropriate interventions (Airhihenbuwa, 1995). For exam-
ple, a community ’ s ability to decide on billboard advertisement and communication
about HIV/AIDS in its locality might be encouraged (Airhihenbuwa & DeWitt Webster,
2004). Health educators must develop interventions that target both the individual and
the extended families and neighborhoods, as these are interconnected.

CONCLUSION
Today ’ s population growth and increasing population diversity validate health educa-
tors ’ efforts to incorporate cultural and linguistic competence into every aspect of plan-
ning, implementation, and evaluation of health education and promotion programs. In
this process it is essential to employ theoretical models that describe and explain cul-
ture and related concepts. It is vital for health educators to apply these cultural con-
structs in every health education, promotion, and prevention intervention targeting
diverse communities. In addition to considering the four models discussed here that
focus on the role of culture in the prevention of disease and promotion of health, health
educators must also consider other theories discussed elsewhere in this book when
addressing the needs of the multicultural population in the United States.

POINTS TO REMEMBER

■ Health educators need to consider the concept of culture and cultural factors dur-
ing the development and implementation of culturally appropriate health educa-
tion and promotion programs.

■ The Purnell model for cultural competence provides a comprehensive, systematic,

and organized framework with specific questions and a format for learning and
assessing the concepts and characteristics of culture.

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