TYPE TWO DIABETES IN MEXICAN MEN
NOT ROMANIAN PEOPLE
CCHPM3SLP
Type two diabetes in Mexican men
Continuing with the same cultural group and health issue for the Session Long Project that you began in Module 2, please write a 2 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).
CCHPM4SLP
Type Two Diabetes in Mexican men
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 Cultural Empowerment of the group you chose. Specifically address how each of the PEN-3 model's three factors within the dimension of cultural empowerment 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).
CCHPM5SLP
Type Two Diabetes in Mexican Men
For this final segment of the SLP, please consider everything you have learned throughout the SLP and write a 3-page paper that addresses the following:
1. Explain how you would approach a health education program for the cultural group you have written about for your SLP. Support your choices with scholarly references. You should be able to use the information you found in researching your previous SLP papers.
• Would your program be for the person, extended family, or neighborhood?
• What positive perceptions, enablers, and nurturers would you want to reinforce? What negative ones would you want to try to overcome?
• What positive aspects of cultural empowerment would you want to reinforce? What negative ones would you want to try to overcome?
What existential ones would you acknowledge but not try to change?
2. What challenges do you foresee in trying to plan and implement health education programs for this cultural group?
The PEN-3 model has been successfully used to plan and implement child survival interventions and HIV prevention interventions in African countries. It is very useful for health educators in any country as we try to promote health among individuals and communities from various cultures.
The PEN-3 model has three dimensions of health beliefs and behavior that all work together to influence health: 1) Cultural Identity, 2) Relationships and Expectations, and 3) Cultural Empowerment.
In this module we will focus on Cultural Identity. The three factors in this dimension are:
P - Person. Health education should be committed to improving the health of everyone. Therefore, individuals should be empowered to make informed decisions which are appropriate to their roles in their families and communities. As program planners, we have to decide whether we will be most effective providing programs geared to the individuals, the extended family, or the community.
E - Extended Family. Health education should be targeted to not only the immediate family but also to the extended family or kinships. When the program is designed to target a particular member of the family, the individual should become the focus within the context of that person's environment.
N - Neighborhood. Health education should be committed to promoting health and preventing disease in neighborhoods and communities. Involvement of community members and their leaders is critical to providing culturally appropriate health programs.