BHS 414 Cultural Empowerment of African Americans Health Program Research
Science
PART I. 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 Cultural Empowerment of the group you chose. Specifically address how each of the PEN-3 model’s three factors within the dimension of cultural empowerment 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.
PARTII. For this final segment of the SLP, consider 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).
REFERNCES:
Coalition of National Health Education Organizations (CNHEO). (2017). Code ethics for the health education profession. Retrieved from http://cnheo.org/ethics.html
Society for Public Health Education (SOPHE). (2017). Code of ethics for the health education profession. Retrieved from http://www.sophe.org/careers/ethics/
U.S. Department of Health and Human Services, Office of Minority Health (2017). The national standards for Culturally and Linguistically Appropriate Services in Health and Health Care (CLAS). Retrieved from https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=53
Iwelunmor, J., Newsome, V., & Airhihenbuwa, C.O. (2014). Framing the impact of culture on health: a systematic review of the PEN-3 cultural model and its application in public health research and interventions. Ethnicity & Health, 19(1), 20-46. doi: 10.1080/13557858.2013.857768
NOTE: In the following document, just read the Intro, review the Key Concepts, and then view the Lecture:
U.S. Department of Health & Human Services, Maternal Child Health Bureau (2009). Core concepts in cultural competence. Accessed from http://support.mchtraining.net/national_ccce/case0/home.html
U.S. Department of Health and Human Services, Office of Minority Health (2017). The national standards for Culturally and Linguistically Appropriate Services in Health and Health Care (CLAS). Retrieved from https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=53
Optional Reading
Airhihenbuwa, C. & Webster, J. D. (2004) Culture and African contexts of HIV/AIDS prevention, care and support. Journal of Social Aspects of HIV/AIDS Research Alliance, 1(1), 4-14. Retrieved from http://www.ajol.info/index.php/saharaj/article/viewFile/30064/22717
Yick, A. & Oomen-Early, J. (2009). Using the PEN-3 model to plan culturally competent domestic violence intervention and prevention services in Chinese-American and immigrant communities. Health Education,109(2), 125-139. (search under ProQuest)
