Page 186 - Cultural Competence in Health Education

164 Cultural Competence in Health Education and Health Promotion

INTRODUCTION
Recent calls for cultural competence in the health education workforce were spawned
by decades of research and discussion in the health education field about appropriate ter-

minology and training approaches. Historically, a number of evolving terms have been
used to describe what health educators should understand and do to become more effec-
tive in an increasingly multicultural society. Such terms as cultural awareness and cul-
tural sensitivity name important concepts that traditionally concerned the degree to
which a health educator is equipped with the knowledge and attitudes needed for effec-
tive cross - cultural interaction. More recently these concepts have become part of a much
broader paradigm that embraces measurable action as the ultimate goal. This broader
paradigm is commonly referred to as cultural competence, which is defined by the pro-

fession as “ the ability of an individual to understand and respect values, attitudes, beliefs,
and mores that differ across cultures, and to consider and respond appropriately to these
differences in planning, implementing, and evaluating health education and promotion
programs and interventions ” (Joint Committee on Health Education and Promotion
Terminology, 2002, p. 4).
Under this action - oriented definition, a health educator can be deemed culturally

competent if he or she possesses appropriate levels of cultural awareness and sensi-
tivity and performs health education in ways that embody empowerment and respect
for differences. This standard provides a useful framework for education and train-
ing efforts in university preparation programs and in worksite professional develop-
ment efforts. Reaching the standard requires that these educational efforts include
opportunities to enhance understanding and to practice measurable skills. This chap-
ter contains an overview of practical approaches that can foster cultural competence
among prospective and practicing health educators.

CULTURAL COMPETENCE AND PROFESSIONAL
PREPARATION PROGRAMS
This section contains an overview of needed goals for a professional preparation pro-
gram in which the targeted outcome is culturally competent students. A description of
curriculum components and implementation strategies and also recommendations for
effective evaluation are provided. The goal is to equip the reader with an understand-
ing of how to design a professional health education preparation program with a strong
cultural competence framework.

Clarifying Desired Performance Outcomes
Cultural competence is a developmental process that occurs over an extended period of
time (Campinha - Bacote, 1994; Cross, Bazron, Dennis, & Isaacs, 1989; National Center
for Cultural Competence [NCCC], n.d.). Because true cultural competence in all con-
texts is virtually impossible to achieve, designers of university degree programs must
be patient and realistic in their expectations of students. A single course or sequenced

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