Read the following articles, which can be accessed in the Trident library: Purcell, N., & Cutchen, L. (2013). Diabetes self-management education for African Americans: Using the PEN-3 model to assess needs. (4), 203-212. Lindberg, N. M., Stevens, V. J., & Halperin, R. O. (2013). Weight-loss interventions for Hispanic populations: The role of culture. , , 542736. Choose ONE of the articles’ topics to focus on for the rest of the SLP. You will use the information in the selected publication as you go through the phases of applying the PEN-3 model to develop a hypothetical health education program. Write a three-page paper that includes the following: Length: 3 pages, excluding the cover page and the reference list.
Health education programs play a crucial role in improving the health outcomes of diverse populations. However, designing and implementing effective health education programs requires a comprehensive understanding of the specific needs and cultural factors influencing a particular population’s health behaviors. The PEN-3 model, developed by Airhihenbuwa et al. (1995), provides a framework for assessing the sociocultural context and tailoring health education interventions accordingly. In this paper, we will focus on the article by Purcell and Cutchen (2013) titled “Diabetes self-management education for African Americans: Using the PEN-3 model to assess needs.”
The article by Purcell and Cutchen (2013) highlights the importance of culturally tailored diabetes self-management education for African Americans. It emphasizes the need to consider the sociocultural factors that influence diabetes management in this population and suggests using the PEN-3 model to assess these factors comprehensively. The PEN-3 model is a theoretical framework that incorporates three dimensions: cultural identity, relationships and expectations, and cultural empowerment. By applying this model, health educators can gain insights into the beliefs, attitudes, and practices that shape individuals’ health behaviors within a specific culture.
The first dimension of the PEN-3 model, cultural identity, focuses on the specific cultural values, beliefs, and practices that shape individuals’ health behaviors. In the context of diabetes self-management education for African Americans, this dimension would involve understanding the cultural perceptions of diabetes and its management. For example, the article highlights how African Americans may view diabetes as a punishment or a consequence of their genetic makeup. To address this belief, health educators would need to provide culturally appropriate information emphasizing the multifactorial nature of diabetes, including genetic, lifestyle, and environmental factors.
The second dimension of the PEN-3 model, relationships and expectations, recognizes the importance of interpersonal relationships and social networks in shaping health behaviors. For African Americans, family and community support play a significant role in managing diabetes. Health educators would need to consider this aspect and involve family members and community leaders in the design and delivery of the diabetes self-management education program. Creating a supportive and empowering environment where individuals feel understood, respected, and valued would enhance engagement and adherence to self-management behaviors.
The final dimension of the PEN-3 model, cultural empowerment, focuses on promoting self-efficacy and enabling individuals to make informed health decisions. For African Americans, historical context and experiences of discrimination may affect their trust in healthcare professionals and medical advice. Health educators would need to establish a supportive and empowering relationship with the participants, focusing on building trust and fostering open communication. By involving community leaders and utilizing culturally relevant educational materials, health educators can empower African Americans to take control of their diabetes management and make informed decisions about their health.
In conclusion, the article by Purcell and Cutchen (2013) emphasizes the importance of utilizing the PEN-3 model to design culturally tailored diabetes self-management education programs for African Americans. By considering the cultural identity, relationships and expectations, and cultural empowerment, health educators can address the unique needs and beliefs of this population. Applying the PEN-3 model allows for a comprehensive assessment of the sociocultural factors influencing health behaviors and facilitates the development of effective health education interventions. Future research should focus on evaluating the efficacy and impact of such culturally tailored programs on diabetes self-management outcomes in African Americans.
Airhihenbuwa, C. O., C. O. (1995). Health promotion and cultural diversity: Understanding alternative views of health. Health Education Quarterly, 22(2), 207-223.
Purcell, N., & Cutchen, L. (2013). Diabetes self-management education for African Americans: Using the PEN-3 model to assess needs. The Diabetes Educator, 39(2), 203-212.