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142 Cultural Competence in Health Education and Health Promotion

Nevertheless, as Doyle and Ward (2001) suggest, it is important to adapt those instruments
to ensure that they are culturally appropriate for their new use. Here are some questions to
consider when selecting an existing tool: (1) Is the tool available in the language spoken
by the target population? If not, is it possible to translate it? (2) What is the readability
level of the tool? Does it match the average education level of the target population?
(3) Is the target population familiar with the tool ’ s format (for example, Likert scales,
multiple - choice questions, or fi ll - in - the - blank or open - ended questions)? The golden
rule here is that whatever the tool that planners choose, it should be pilot - tested with
representatives of the target population.
Regardless of the method or instrument used, once the information is collected the
professionals must analyze and synthesize it. There are different methods of doing this,
depending on the type of information collected. Quantitative information is usually
analyzed to produce descriptive and inferential statistics; whereas qualitative informa-
tion is analyzed to determine patterns or commonalities of meaning (Doyle & Ward,

2001). The final step in the evaluation process is for health education professionals to

prepare an evaluation report to disseminate the findings and results. Although it is
important to share this information with the funding sources, it is equally important to
pass it on to the program participants and to the rest of the target population. Creativity
is once again a key ingredient in accomplishing this. In addition to preparing a written

report, health education professionals can also present the findings in ways that will be
more meaningful and enlightening for the target population, such as videotapes, fi lms,
photo essays, displays, or Internet postings (Taylor - Powell et al., 1996).

CONCLUSION

Health educators learn early in their professional training that all their programs need to
start with a solid needs assessment that captures not only epidemiological data but also
information about existing resources and the identities of potential partners for the suc-
cessful implementation of health promotion programs. Implicit, although not always
stated, is the need to implement programs that take into account the needs of the diverse
populations served by health educators. The selection of data collection methods depends
on sundry factors, including the type of information to be collected; the cultural values,
capabilities, and availability of those who are being asked to provide the information;
and the time, resources, and expertise available to handle the information. The tech-
niques presented in this and the other chapters of this book offer many practical methods
for conducting culturally competent health education and promotion programs.

POINTS TO REMEMBER

■ Acquiring cultural competence is a lifelong process that includes developing one ’ s
self - awareness as well as completing the necessary training to develop, imple-
ment, and evaluate effective health education programs designed to reach diverse
populations.

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