Open AccessCulturally Relevant Health Education: A Foundation for Building Cultural Competence of Health Professionals
Author(s) -
Gail C. Frank,
Erika Centinaje,
Natalia Gatdula,
Melawhy Garcia,
Selena T. Nguyen-Rodriguez,
Mara Bird,
R. Britt Rios-Ellis
Publication year - 2021
Publication title -
californian journal of health promotion
Language(s) - English
Resource type - Journals
eISSN - 1545-8725
pISSN - 1545-8717
DOI - 10.32398/cjhp.v19i1.2643
Subject(s) - curriculum , cultural competence , medical education , ethnic group , focus group , health equity , medicine , competence (human resources) , motivational interviewing , community based participatory research , cultural sensitivity , cultural diversity , interview , nursing , intervention (counseling) , psychology , participatory action research , pedagogy , public health , sociology , social psychology , anthropology , psychotherapist
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.