Page 229 - Cultural Competence in Health Education

Aging and Health Education 207

populations by using the Core Curriculum in Ethnogeriatrics, a model developed in
1999 and 2000 by the Collaborative on Ethnogeriatric Education. The collaborative
has noted that there are flaws and limitations in the U.S. Census data that affect our

ability to learn about cultural and demographic groups (Yeo, 2000).
Demographic data and ethnic and cultural perspectives affect the educational
community programs developed to meet the needs of our growing population of older
adults. Acknowledging ethnogerontological educational resources may provide the
context for better collaborative efforts among aging populations and health education
practitioners and thus better learning outcomes.
A study in rural Florida, where 772 physicians were surveyed regarding their
opinion toward the aging population, found that even physicians showed ageist per-
ceptions, especially toward people 85 years of age and older and those living in nurs-
ing homes (Gunderson, Tomkowiak, Menachemi, & Brooks, 2005). Health promotion
programs need to reduce this type of discrimination. This can be achieved by creating
culturally competent programs with linguistically appropriate educational materials.
Also, the implementation of cultural competence training at the organizational, struc-
tural, and clinical levels can help in the transition to less ageist views.
Figure 11.3 depicts the ethnogeriatric context for working with older adult popu-
lations. It emphasizes that interrelations exist between health, transcultural health, and
healthy as well as productive aging.

Aging

Geriatrics Ethnogerontology

Ethnogeriatrics

Health Ethnicity
Transcultural
Health

FIGURE 11.3. The Context of Ethnogeriatrics.

Source: Yeo, 2000.

7/1/08 3:01:52 PM
c11.indd 207 7/1/08 3:01:52 PM
c11.indd 207