A Culturally Sensitive Diabetes Health Education Program for African Americans
For this final segment of the SLP, review the article "Development of a Theory-Based (PEN-3 and Health Belief Model), Culturally Relevant Intervention on Cervical Cancer Prevention Among Latina Immigrants Using Intervention Mapping." Consider this article and everything you have learned throughout the SLP and write a paper that addresses the following:
Explain how you would approach a health education program for the cultural group you have written about for your SLP. Support your choices with scholarly references. You should be able to use the information you found in researching your previous SLP papers.
Would your program be for the person, extended family, or neighborhood?
What positive perceptions, enablers, and nurturers would you want to reinforce? What negative ones would you want to try to overcome?
What positive aspects of cultural empowerment would you want to reinforce? What negative ones would you want to try to overcome? What existential ones would you acknowledge but not try to change?
What challenges do you foresee in trying to plan and implement health education programs for this cultural group?
Length: 3 pages (excluding the cover page and the reference list).
SLP Assignment Expectations
Assessment and Grading: Your paper will be assessed based on the performance assessment rubric. You can view it under Assessments at the top of the page. Review it before you begin working on the assignment. Your work should also follow these Assignment Expectations.
A Culturally Sensitive Diabetes Health Education Program for African Americans
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A Culturally Sensitive Diabetes Health Education Program for African Americans
An Effective Approach of a Culturally Sensitive Diabetes Health Education Program for African Americans
An effective culturally sensitive diabetes health education program should start with a needs assessment of the PEN-3 model factors, including cultural empowerment, cultural identity, and relationships and expectations (Purcell & Cutchen, 2013). Scarinci et al. (2012) assert that a good intervention development should involve needs assessments, identification of proximal objectives and outcomes, selection of theory-based intervention strategies and methods, developing a proper plan for the program, planning for implementation, and the evaluation of instruments and plans (Scarinci, Bandura, Hidalgo, & Cherrington, 2012). In that light, when developing a health education program for African Americans, it would be vital to consider things that contribute to decreasing the gap in diabetes disparities. An individual should take into account the group’s cultural practices, norms, beliefs, habits, rituals, likes, dislikes, and behaviors (Purcell & Cutchen, 2013). For example, African Americans strongly believe in God, which should be incorporated into the health education program. Additionally, the program should consider things that might contribute to a program’s resistance, such as the feeling of despair, fear, denial, powerlessness, and hopelessness.
Cultural Identity
The health education program should be for the person, extended family, and neighborhood, which are the three primary factors in cultural identity. Besides, PEN-3 helps a person to identify attitudes, beliefs, and knowledge that might hinder or contribute to engagement in specific health behavior (Scarinci, Bandura, Hidalgo, & Cherrington, 2012). In the person’s aspect, unique African Americans characteristics will be considered and incorporated into the health education program. They include cultural attitudes, beliefs, values, norms, and spirituality (Purcell & Cutchen, 2013). African Americans perceive the extended family as a core cultural value. Family members take care of each other by helping sick individuals to manage their illnesses. They motivate ill people to comply with good health practices that would enable them to recover from diabetes. The neighborhood is also an essential aspect that should not be left in a culturally sensitive health education program targeting African Americans. Besides, these individuals believe in communities or neighborhoods since it shapes their cultural beliefs, values, norms, and practices.
Relationships and Expectations
The culturally sensitive health education program should reinforce positive perceptions, enablers, and nurturers. Specifically, perceptions are beliefs, knowledge, and attitudes. Nurturers are things that affect African Americans' social networks. In addition, enablers are structural or community factors, including the availability of proper medical services, referrals, and accessibility (Scarinci, Bandura, Hidalgo, & Cherrington, 2012). Positive perceptions include high confidence to overcome diabetes, taking prescribed medications, regular monitoring of blood glucose, improved nutritional management, and engaging in regular physical exercises (Purcell & Cutchen, 2013). The negative perceptions that should be avoided are the dislike for needles, denial, and guilt. In addition, the positive enab...