Page 228 - Cultural Competence in Health Education

206 Cultural Competence in Health Education and Health Promotion

Osborne (2005) discusses the importance of considering a person ’ s background
before starting to convey information. For example, the health educator should be
aware of people ’ s personal health, such as the presence of chronic illnesses, complica-
tions, and medications, because this knowledge will facilitate the implementation of
health promotion programs. Health educators can meet the needs of older adults by
determining the health literacy of the target population and then employing improved
communication skills and well - written instructions that are at the appropriate level for
the older adult population they seek to reach.
Osborne (2005) suggests that information presented to an older adult population
should be limited to a few important points, adjusted according to the audience attention
span, and repeated. Nakasato and Carnes (2006) suggest that health promotion pro-
grams targeting older adults address three key needs of these individuals: (1) to main-
tain a low risk of experiencing disease and disease - related disabilities, (2) to maintain a
mentally and physically active lifestyle, and (3) to maintain their engagement in life.
The following strategies can be applied in these health promotion programs:
■ Create a shame - free learning environment. Group participants can be encouraged
to draw from their vast experiences and to share their lifelong learning about
health. Health educators can work to “ update ” the information clients have when
it does not conform to established scientifi c standards.
■ Create an environment conducive to learning and good communication with large
visual aids, well - lit rooms, and quiet spaces to talk. Culturally apt and age - appropriate
graphics that are easy to read and follow can facilitate the learning process. Health
educators working with older adult populations need to be mindful of their voice pro-
jection to ensure they can be heard without shouting or sounding condescending.

■ Make spoken information concrete and concise. As just mentioned, voice projec-
tion is important in delivering information to and discussing issues with older
adult populations. Health educators should also seek to decrease their use of jar-
gon, technical language that may not be understood by their target audience.
Examples too should be placed within a context that can be experienced by the
target population.

■ Engage in short trips “ down memory lane. ” Older adults enjoy recalling facts
they have learned and the experiences they have had and the people with
whom they shared these experiences.

■ Incorporate social activities into health education and promotion programs. Active
learning must be encouraged and promoted throughout health promotion programs.

CULTURAL COMPETENCE WITH OLDER ADULTS

Betancourt, Green, Carrillo, and Ananeh - Firempong (2003) find that health care can
be considered culturally competent when it is based on an evident understanding of

the ways in which patients ’ society and culture influences their health behaviors and
health beliefs. Health education practitioners can build cultural competence with aging

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