Page 192 - Cultural Competence in Health Education

170 Cultural Competence in Health Education and Health Promotion

The success of this layered learning experience depends in part on the degree to
which each course contains the needed cultural competence focus. The smallest and
most central circle in the IC - 3 model represents the introductory course(s) of a degree
program that students usually complete early in their degree plan. Instructors for these
courses may introduce students to the history and evolution of the health education
profession, the foundational philosophies and theories on which most health educa-
tion practices are based, the skills and competencies needed for effective health education
practice, and the settings and conditions in which health educators work. These intro-
ductory courses are a logical curriculum component in which to directly address the
six awareness - and knowledge - based learning objectives (Exhibit 9.1 ) The theories
and models, communication methods, and other content provided in other chapters in
this book can serve as a starting point for in - class discussions and critical thinking
assignments. An overview of the skills - based learning objectives (Exhibit 9.1 ) should
also be presented in one of the introductory courses so that students will know what to
expect as they progress through the degree program.
Many programs contain required competency - based courses that focus on needs
assessment, program planning and implementation, evaluation, and other essential
skills (NCHEC et al., 2006). These core competency courses in the IC - 3 model (Figure
9.1 ) can serve as a logical avenue through which students continue to learn about the

cultural competence specific to each skill set. For example, in a needs assessment
course, students should be reminded of information presented in the introductory course
about relationships between culture, ethnicity, social issues, and factors that contribute
to health status gaps found in ethnic and racial groups. They should also learn about

the specific health needs of a variety of ethnic and racial communities and the assess-
ment instruments and methods that have been proven effective in those communities.
Course projects, guest speakers, assigned readings, and class discussions should be
deliberately designed to expose students to diverse assessment perspectives across a
wide variety of ethnic and racial groups.
The third ring from the center of the model focuses on topic - or group - specifi c
health courses. In some degree programs students complete health topic courses, such
as stress management and human sexuality, and also population - specifi c courses that
focus on adolescents, women, or aging populations. In these courses student should
learn culture - based factors relevant to the topic areas and populations studied. Ideally,

ethnicity - specific health courses (on, for example, African American health) could be
added to the curriculum. However, if low resources are a barrier, carefully screened
courses from other disciplines, such as sociology and anthropology, may at least be
useful in presenting ethnicity - specific social issues. These courses from other disci-

plines should be viewed only as a supplemental component to, rather than a substitute
for, cultural competence training in health education courses.
Formal internships and service learning courses that are a required component of
many university health education degree programs often provide opportunities for devel-
oping culturally competent skills (Rojas - Guyler, Cottrell, & Wagner, 2006). Because

fulfilling an internship is usually an integral part of course sequencing, it occupies the

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