Page 299 - Cultural Competence in Health Education

Subject Index 277

Partnership for Prevention, 31, 33, 37 developing a strong curriculum, 167–174
PEN-3 model, 117–120, 134 objectives for university health education
People with disabilities, 9–12t degree, 166e

Perceived needs, 130 profile of competent student in, 165
Performance outcomes student alumni group feedback on, 171–172
clarifying desired, 164–167 See also Health education
learning objectives for developing competence, Public Health-Seattle and King County, 219
165, 167 Purnell model of cultural competence, 107–112
Person. See Individuals
Personal health information, 155 Q
Physicians. See Health care practitioners Qi gong, 77e
Population Quality of life, 88
demographic shifts in U.S., 2–12t Queer, 216t
estimates of U.S. (2000-2007), 3t
growth rates of, 2 R
by state, density, and distribution (2006), 4fi g Race/ethnicity
U.S. Census projections on growth, 106, 203 demographic shifts related to, 2–3, 184–185
Poverty levels demographics of specific groups, 13–18

of American Indians and Alaska Natives, 17–18 differentiating among culture and, 192
of population with disability, 12t health disparities by, 30–35
PRECEDE/PROCEED model LGBT health issues related to, 223–224
designing evaluations using, 139 of Older Americans, 7, 202–204fi g
health planning using, 126–127 U.S. population estimate (2005) by, 5t
health problem identifi cation, 136–137 See also specifi c racial/ethnic group
intervention planning and development, 138 Racism-homophobia relationship, 224
introduction to, 106 REACH (Racial and Ethnic Approach to Community
overview of, 134–135t Health) project, 233, 239
PEN-3 model evolution from, 118 Reiki/energy healing therapy, 74e, 77e
planning culturally appropiate programs using, Relaxation response, 97
134–135 Religion
Pregnancy culturally competent church practices, 53

cultural beliefs about, 111, 131 definition of, 90
incorporating cultural beliefs in programs for, 139 relaxation response of followers of, 97
Preventive Care: A National Profi le on Use, See also Faith-based organizations; Spirituality
Disparities and Health Benefi ts report, 31 Religious practices
Primary data collection, 132–133 health education, culture, and, 90–91
Professional preparation curriculum as health education factor, 130
competency based vs. group-specifi c, 169 respecting beliefs and, 195
core competency, 170 Report of the Secretary’s Task Force on Black and
course structure and integrated degree programs, Minority Health (USDHHS), 189
167–172 Reproductive cancers, 220–221
cultural and linguistic competence, 240–241 Reuters, 221
four basic components of, 167 Rituals
IC-3 model used for, 168–169fi g, 170–171, 172 behavior related to, 98
internships and service learning, 170–171, 173–174 death, 111
models, experiential learning, and mentors as part Robert Wood Johnson Foundation, 36, 37, 132
of, 172–174 Role Delineation Project, 187, 238
Professional preparation programs Routines, 98
case study on creating, 178–179
clarifying desired performance outcomes in, 164–167 S
cultural and linguistic competence as part SAMHSA (Substance Abuse and Mental Health
of, 240–241 Services Administration), 215t
cultural diversity and, 189 School culturally competent practices, 52–53

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