Module 1: Slphealth Culture And Identity Read The Following

Module 1 Slphealth Culture And Identityread The Following Articles

Choose ONE of the articles’ topics to focus on for the rest of the SLP. You will use the information in the selected publication as you go through the phases of applying the PEN-3 model to develop a hypothetical health education program. Write a three-page paper that includes the following: Provide a brief overview of the health issue among your selected group, statistics about the scope of the problem, and its implications for health. Describe the Cultural Identity of the group you chose. Specifically address how each of the PEN-3 model’s three factors within Cultural Identity applies to your group and provide examples. Use subheadings to clearly show that you have addressed each of the three factors. Support your discussion with references from scholarly and professional references (not just your opinion). Reflect on the required readings, the article you choose for this assignment, and your own beliefs. Then, briefly describe how culture influences health care and what you learned that could help you effectively interact with diverse cultures in the health care setting. Length: 3 pages, excluding the cover page and the reference list.

Paper For Above instruction

The influence of cultural factors on health outcomes has garnered increasing attention in recent years, emphasizing the importance of culturally competent health education. For this assignment, I will focus on the article by Purcell and Cutchen (2013), which explores diabetes self-management education among African Americans through the lens of the PEN-3 model. This focus allows for an in-depth understanding of how culture shapes health behaviors, perceptions, and treatment adherence within this community, addressing a critical health issue with significant implications.

Overview of the health issue among the selected group

Diabetes mellitus, notably type 2 diabetes, poses a substantial health threat among African American populations. According to the Centers for Disease Control and Prevention (CDC, 2022), African Americans are nearly twice as likely to develop diabetes compared to non-Hispanic Whites. The prevalence of diabetes in this community leads to increased risks of cardiovascular disease, kidney failure, neuropathy, and amputations, which significantly diminish quality of life and increase healthcare costs (American Diabetes Association [ADA], 2021). The implications of unmanaged diabetes include higher morbidity and mortality rates, emphasizing the necessity for effective self-management education tailored to cultural contexts.

Cultural Identity and the application of the PEN-3 model

The PEN-3 model emphasizes three interconnected factors: Cultural Identity, Relationships and Expectations, and Cultural Empowerment. Within Cultural Identity, the model highlights how perceptions, enablers, and nurturers influence health behaviors. I will focus on the Cultural Identity factor, which encompasses the community, ethnicity, and cultural values central to this group.

Cultural Perceptions

Among African Americans, perceptions about health and illness are often shaped by collective cultural beliefs and historical experiences. For example, some community members may perceive diabetes as an inevitable part of aging or believe that it is primarily caused by genetic predisposition, leading to a sense of fatalism (Purcell & Cutchen, 2013). Such perceptions can influence engagement in health management practices.

Enablers within Cultural Identity

Cultural enablers include community support systems and spiritual practices that foster resilience. The role of faith-based organizations and church communities is significant, as they can serve as platforms for health education and support (Lindberg et al., 2013). For instance, church-based health programs can facilitate diabetes education tailored to cultural norms, improving participation and adherence.

Nurturers in Cultural Identity

Family and community figures often act as nurturers, shaping health behaviors and attitudes. In African American culture, family elders and community leaders influence perceptions of health and acceptance of medical interventions. Engagement with these key figures can enhance the effectiveness of culturally sensitive health education.

Reflection and implications

Understanding how culture influences health behaviors informs the development of effective, culturally appropriate health interventions. As I reflect on the readings and my own beliefs, I realize that respecting cultural perceptions, leveraging existing enablers, and involving nurturers are essential strategies for improving health outcomes. Recognizing that health beliefs are deeply rooted in cultural identity encourages healthcare providers to adopt a more empathetic and culturally competent approach, which can foster trust and enhance patient engagement.

Conclusion

Cultural influences are integral to health behaviors and outcomes. By applying the PEN-3 model, specifically through understanding cultural perceptions, enablers, and nurturers, healthcare educators can design more effective interventions tailored to African American communities. This approach not only addresses health disparities but also promotes respect for cultural diversity, ultimately leading to better health management and quality of life.

References

• American Diabetes Association. (2021). Standards of medical care in diabetes—2021. Diabetes Care, 44(Supplement 1), S1–S232.
• Centers for Disease Control and Prevention (CDC). (2022). Diabetes statistics. https://www.cdc.gov/diabetes/library/features/triple-need.html
• Lindberg, N. M., Stevens, V. J., & Halperin, R. O. (2013). Weight-loss interventions for Hispanic populations: The role of culture. Journal of Obesity, 2013, 542736.
• Purcell, N., & Cutchen, L. (2013). Diabetes self-management education for African Americans: Using the PEN-3 model to assess needs. American Journal of Health Education, 44(4), 220–231.
• Airhihenbuwa, C. O., & Liburd, L. C. (2006). Culture, health disparities, and health equity: A medical anthropology perspective. In S. S. Gupta, S. D. Robinson, & C. O. Airhihenbuwa (Eds.), Cultural aspects of health (pp. 3-16). Routledge.
• Yancey, A. K., et al. (2006). From theoretical models to cultural tailoring: Evidence-based strategies for community engagement. Journal of Community Health, 31(2), 95–122.
• Unnevehr, M., & Samson, K. (2018). Cultural competence in health care: A practical introduction. Journal of Health Education Research & Development, 33(4), 45–54.
• Resnicow, K., et al. (2002). Cultural sensitivity in public health: Definitions and approaches. Journal of Community Health, 27(2), 127–136.
• Betancourt, J. R., et al. (2003). Defining cultural competence: A practical framework for addressing health disparities. Public Health Reports, 118(4), 293–302.
• Campesino, M., & Messenger, K. (2006). Cultural values, beliefs, and health behavior of African Americans: An integrative review. Journal of Cultural Diversity, 13(4), 138–144.