Commnut Final Flashcards
Define culture and cultural values
• Culture – shared history consisting of
thoughts, communication, actions,
customs, beliefs, values, and institutions
of racial, ethnic, religious, or societal
groups
• Cultural values – principles or
standards the members of a cultural
group share in common
Define diversity, cross-cultural, and ethnocentric
Diversity – differences among groups of people • Cross-cultural – interaction between or among individuals representing distinctly different cultures • Ethnocentric – consider the beliefs, values, customs and viewpoints of your group to be superior to those of other groups
Trends in demographics
• Demographics - Population Trends • Change in cultural makeup - multicultural • Population shifts • Increase in older population • Diversification of health care workforce • Increased Use of Traditional Therapies • Combination of conventional and complementary approaches
Why our profession has a need for cultural competence?
Health Disparities
• Socioeconomic status – minorities
• Lack of insurance
• Culture
• Access to and use of health care services
• Discrimination/racism/stereotyping
• Environment
Under-Representation of Diverse Health Care
Providers
• Legislative, Regulatory, Accreditation
Mandates
Cultural awareness, knowledge, and encounters
Cultural desire • Motivation to engage in cross-cultural encounters • Cultural awareness • Biases, worldview • Compare your values and beliefs with those of other cultures Cultural knowledge • Explore unfamiliar cultures • Learn useful generalizations as a starting point • Cultural encounters • Direct and indirect experiences with individuals from diverse backgrounds • Eat in cultural restaurants, read about customs, travel
Barriers to cross-cultural communication
• Barriers to cross-cultural communication • Language differences • Nonverbal behavior • Stereotyping
Practical guidelines
• Practical guidelines – learning
culturally sensitive communication
skills
Considerations when working with an interpreter
Working with interpreters – • Use professional interpreters who are familiar with the language and customs • Try to limit use of family members or friends
LEARN intervention guidelines
Listen Explain Acknowledge Recommend Negotiate
Suggesting culturally appropriate interventions (practical considerations)
Practical considerations
• Encourage community members to
participate in all levels of intervention
• Learn about the community before
designing a program
• For immigrant populations – resource lists
of low-cost comparable foods; cooking
demos
• Coordinate food education lessons with
ESL programs
Organizational elements of cultural competence
Organizations have responsibility to provide care sensitive to culture • State and federal incentives, Healthy People 2020 goals • Need cultural competence in all levels of organizational structure
Keys to an effective nutrition intervention program
An effective nutrition intervention
program:
• Integrates good instructional design and
learning principles
• Uses media that facilitate a high degree of
individualization
Tips when teaching across the lifespan
give short messages to kids
relate to adolescents
acknowledge preggos needs
consider adults experiences
Adult education considerations/principles
Formal, informal, vocational, and
continuing education for the purpose of
learning
Principles of adult education
• Adult roles, responsibilities, and previous
learning influence learning
• Adult learning is constantly occurring
• The purpose of the adult educator is to
facilitate the continuous learning process
Adult learners learn best when subject matter
is tied directly to their own realm of
experience
• Their learning is facilitated when they can
make connections between past experiences
and current concerns
Developing a nutrition education plan
The nutrition education plan is a written document describing: • the needs of the target population • goals and objectives for intervention • program format • lesson plans • nutrition messages • marketing plan • partnerships • evaluation instruments
Developing a lesson plan
Structure your knowledge
• Identify major concept to be communicated
• Write instructional objectives
• Concentrate on end product for learner
• Include components: lesson title, target
audience, duration, general objectives,
specific objectives, procedure, learning
experiences, evaluation, materials needed
Ideas for designing messages
General ideas for designing messages:
• present information in a novel or unusual
fashion
• use language to make message important
to consumer
• use language that is immediate,
straightforward
• consider style best for target population
Formative vs. summative evaluations
Conduct formative evaluation
• Should be conducted throughout program
design process – focus groups, SMOG test
for reading level (App C)
• Conduct one trial run of program (pilot)
• Results are used to change and improve
program delivery
Conduct summative evaluation – at end of
program, to assess delivery and
effectiveness
Entrepreneurship (questions to ask)
Questions to ask:
• Has this approach been tried before?
• Does evidence from the literature indicate it
will work?
• Are there sufficient data to support making
recommendations?
• What do experts think about this approach?
• What is the theoretical framework supporting
the approach?
• If new approach, should it be a formal study?
