G. Frank, Erika Centinaje, N. Gatdula, Melawhy L. Garcia, S. Nguyen-Rodriguez, M. Bird, R. B. Rios-Ellis
{"title":"文化相关健康教育:构建卫生专业人员文化能力的基础","authors":"G. Frank, Erika Centinaje, N. Gatdula, Melawhy L. Garcia, S. Nguyen-Rodriguez, M. Bird, R. B. Rios-Ellis","doi":"10.32398/cjhp.v19i1.2643","DOIUrl":null,"url":null,"abstract":"Background: Professionals educating ethnic minority populations should employ a cultural focus during development, training, refinement and implementation stages of an intervention. Purpose: This manuscript posits that the skill of developing a culturally relevant curriculum supports the increase of cultural competence proficiency of professionals, while promoting health equity. Methods: A community-based participatory research-trained staff, recruited 378 families with 2 to 8-year-old children. Eight intergenerational focus groups were conducted at neighborhood facilities. Graduate fellows conducted reviews of literature and health directives to conceptualize the curriculum. Spanish-speaking students and promotoras (community health workers) having participants’ confidence, presented healthy lifestyle information and taught practical skills to each group of 12-16 low-income Latino families from Long Beach, CA. With attention to participants’ preferred language, educational level, cultural beliefs, practices and food preferences, the intervention demonstrates a culturally relevant curriculum. Hands-on activities and motivational interviewing questions enriched the 4-hour intervention delivered in Spanish. Results: Graduate fellows’ cultural competence increased. More than 97% of participants reported sessions beneficial to their families’ health with 84% attending all sessions/assessments. Participants found the content easy to understand and helpful to eat healthier and be more active. Conclusion: Sanos y Fuertes is a model for developing a culturally relevant, family-based healthy lifestyle educational curriculum and building culturally competent health professionals.","PeriodicalId":87431,"journal":{"name":"Californian journal of health promotion","volume":"35 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Culturally Relevant Health Education: A Foundation for Building Cultural Competence of Health Professionals\",\"authors\":\"G. Frank, Erika Centinaje, N. Gatdula, Melawhy L. Garcia, S. Nguyen-Rodriguez, M. Bird, R. B. Rios-Ellis\",\"doi\":\"10.32398/cjhp.v19i1.2643\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: Professionals educating ethnic minority populations should employ a cultural focus during development, training, refinement and implementation stages of an intervention. Purpose: This manuscript posits that the skill of developing a culturally relevant curriculum supports the increase of cultural competence proficiency of professionals, while promoting health equity. Methods: A community-based participatory research-trained staff, recruited 378 families with 2 to 8-year-old children. Eight intergenerational focus groups were conducted at neighborhood facilities. Graduate fellows conducted reviews of literature and health directives to conceptualize the curriculum. Spanish-speaking students and promotoras (community health workers) having participants’ confidence, presented healthy lifestyle information and taught practical skills to each group of 12-16 low-income Latino families from Long Beach, CA. With attention to participants’ preferred language, educational level, cultural beliefs, practices and food preferences, the intervention demonstrates a culturally relevant curriculum. Hands-on activities and motivational interviewing questions enriched the 4-hour intervention delivered in Spanish. Results: Graduate fellows’ cultural competence increased. More than 97% of participants reported sessions beneficial to their families’ health with 84% attending all sessions/assessments. Participants found the content easy to understand and helpful to eat healthier and be more active. Conclusion: Sanos y Fuertes is a model for developing a culturally relevant, family-based healthy lifestyle educational curriculum and building culturally competent health professionals.\",\"PeriodicalId\":87431,\"journal\":{\"name\":\"Californian journal of health promotion\",\"volume\":\"35 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-09-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Californian journal of health promotion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32398/cjhp.v19i1.2643\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Californian journal of health promotion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32398/cjhp.v19i1.2643","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Culturally Relevant Health Education: A Foundation for Building Cultural Competence of Health Professionals
Background: Professionals educating ethnic minority populations should employ a cultural focus during development, training, refinement and implementation stages of an intervention. Purpose: This manuscript posits that the skill of developing a culturally relevant curriculum supports the increase of cultural competence proficiency of professionals, while promoting health equity. Methods: A community-based participatory research-trained staff, recruited 378 families with 2 to 8-year-old children. Eight intergenerational focus groups were conducted at neighborhood facilities. Graduate fellows conducted reviews of literature and health directives to conceptualize the curriculum. Spanish-speaking students and promotoras (community health workers) having participants’ confidence, presented healthy lifestyle information and taught practical skills to each group of 12-16 low-income Latino families from Long Beach, CA. With attention to participants’ preferred language, educational level, cultural beliefs, practices and food preferences, the intervention demonstrates a culturally relevant curriculum. Hands-on activities and motivational interviewing questions enriched the 4-hour intervention delivered in Spanish. Results: Graduate fellows’ cultural competence increased. More than 97% of participants reported sessions beneficial to their families’ health with 84% attending all sessions/assessments. Participants found the content easy to understand and helpful to eat healthier and be more active. Conclusion: Sanos y Fuertes is a model for developing a culturally relevant, family-based healthy lifestyle educational curriculum and building culturally competent health professionals.