Relationships and Expectations

Read the case story about how a Nurse Manager helps her staff become more culturally competent. http://support.mchtraining.net/national_ccce/case0/case.html

After reading the case story, click on the Learning Activities link on the left side. Complete Activities 1, 2, and 4.

You may complete Activity 3 if you like, but it is not required.

In a 2-page paper:

1. Describe how Christy can handle the situation better the next time she encounters a Romani patient.

2. Reflect upon what have you learned after completing the Learning Activities. Your comments must show thoughtful reflection about how you have assessed your own personal development as you strive for cultural competence.

3. Identify at least one thing an organization can do to improve its cultural competence.

 

Assignment Expectations – In order to earn full credit, you must review all required background materials and make sure your paper meets these standards:

LENGTH: 2 – 3 pages typed, double-spaced, one inch margins, 12 point font

COVER PAGE: Copy the exact assignment onto your cover page (the actual questions or task).

REFERENCES: Be sure to cite your references in the text of all papers and on the reference list at the end. For examples you may review the way the references are listed in the modules and on the background reading list.

PRECISION: Each of the questions of the assignment is specifically addressed in the paper.

CLARITY: The paper reads clearly (i.e., it is not confusing) and is well-structured. Subheadings are used to guide the reader.

BREADTH: The paper presents appropriate breadth covering the questions of the assignment (multiple perspectives and references, multiple issues/factors considered, as appropriate).

DEPTH: The paper presents points that lead to a deeper understanding of the matters and/or issues being discussed and integrates several points into coherent conclusions.

EVIDENCE: Statements and points are well-supported with facts or statistics, and references.

CRITICAL THINKING: You set aside your own personal biases and instead approach the subject matter using available scholarly evidence. You consider the strengths and weaknesses of competing arguments/perspectives on this topic. Having read these scholarly sources, you make a judgment as to the merit of the arguments presented therein.

 

Separate PAPER  below please read instructions

Module 3 – SLP               2nd paper

Relationships and Expectations

Continuing with the same cultural group and health issue for the Session Long Project that you began in Module 2, please write a 2 – 3 page 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. Be sure to 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).

 

Assignment Expectations – In order to earn full credit, you must review all required background materials and make sure your paper meets these standards:

LENGTH: 2 – 3 pages typed, double-spaced, one inch margins, 12 point font

COVER PAGE: Copy the exact assignment onto your cover page (the actual questions or task).
 

 

 

 

 

Required Readings and Background info for both papers

Relationships and Expectations

Required Readings

For the SLP, refer to the article you selected in Module 2 in addition to doing your own research.

Read the Case Assignment before accessing this Web site. There are certain parts you are to review.

US Department of Health & Human Services [USDHHS], Maternal Child Health Bureau [MCHB] (2009). Core Concepts in Cultural Competence. Retrieved May 1, 2012 from http://support.mchtraining.net/national_ccce/case0/home.html

 

In this module, we will continue learning about the PEN-3 model.

The next dimension of the PEN-3 model is Relationships and Expectations. In considering this dimension, we want to determine what factors affect individual, family and/or community health actions. The three factors in this dimension are:

P – Perceptions. These are the knowledge, attitudes, values, and beliefs that may foster or hinder motivation to adopt healthy behaviors. They can be positive or negative. An example of this might be that being overweight is not necessarily associated with a negative body image for many African Americans. Health education interventions should begin with the person’s “perceived” needs and desires rather than those “real” needs as defined by planners. Think of this in terms of primary data and secondary data – you need both so you can assess the perceived needs as well as the actual needs.

E – Enablers. These are societal, systematic, or structural influences (forces) that may enhance or create barriers to healthy beliefs or behaviors. These could include available resources, accessibility, referrals, skills, or types of services. They can be positive or negative. For example, consider whether the people in the neighborhood have access to fresh fruits and vegetables or to medical care.

N – Nurturers. These are the reinforcing factors that an individual may receive from significant others. They can be positive or negative. These important others could include extended family, peers, employers, health personnel, religious leaders, or government officials.

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