PEN-3 Model’s Factors within the Dimension of Relationships and Expectations
Continuing with the same cultural group and health issue for the Session Long Project that you began in Module 1, write a paper to address the following:
Describe the Relationships and Expectations of the group you chose. Specifically address how each of the PEN-3 model’s three factors within the dimension of Relationships and Expectations 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).
Length: 2-3 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.
PEN-3 Model’s Factors within the Dimension of Relationships and Expectations
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PEN-3 Model’s Factors within the Dimension of Relationships and Expectations
Diabetes self-management education (DSME) is a significant strategy to eliminate diabetes disparities among African Americans. In particular, the following are the two primary components of DSME intervention that make it culturally competent. First, it matches the superficial characteristics of African Americans since it incorporates music, food, and culture (Purcell & Cutchen, 2013). Second, the DSME integrates the structure of culture by including the historical, psychological, social, and environmental forces that affect health behavior. As such, DSME programs can be individualized for black individuals to promote cultural sensitivity and other unique needs of the target population. The paper focuses on the PEN-3 model’s factors within the dimension of relationships and expectations, namely perceptions, nurturers, and enablers.
Relationships and Expectations
Perceptions
Perceptions entail how African Americans perceive diabetes, particularly the risk factors and beliefs. Specifically, African Americans associate their knowledge and beliefs about diabetes with family and personal experiences (Omodara, Gibson, & Bowpitt, 2022). They define the disease in terms of sugar. For instance, some of them say that one gets diabetes after eating much sugar, which is stored in the body. Others believe that diabetes is caused by the lack of regular physical exercise, family history, living a stressful life, and poor diet. African Americans feel highly confident when it comes to their ability to control the disease. The positive habits that significantly influenced the perceptions of these individuals on diabetes include improved nutritional management, monitoring blood glucose, engaging in regular physical activities, obtaining eye examinations, and taking prescribed medicines. Some African Americans develop a fear of being diabetic, especially those who had witnessed close family members being amputated the lower body parts, such as a leg. Guilt, denial, the high cost of eating nutritious food, and the dislike for needles were identified as two primary obstacles that hinder the DSME program (Purcell & Cutchen, 2013). However, education, support groups, and religious faith provided solace, comfort, and positive emotional support for African Americans.
Enablers
Enablers are identified as factors that offer support to African Americans. Notably, they include intimate contacts, such as close friends and family members. In that light, it was evident that religious beliefs have a positive effect on diabetes self-management. Many African Americans with diabetes believe that God is able to heal them since they have strong religious faith. They know that God performs miracles, including healing sick individuals. In addition, societal enablers are an effective support system, namely family (extended and immediate), ...