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Learning Goal: I’m working on a marketing discussion question and need an explanation to help me learn.

After reading this article, create an initial discussion post regarding your assessment of the cultural competence of the program identified in the article. Do you think that the healthcare program adequately addressed cultural competence or not? Explain your reasoning. Incorporate the principles used in the article in your program critique.

In your response posts to two peers, offer strategies for how the cultural competence could have been increased in the program.

Background: Self-management education is at the forefront of addressing the increasing prevalence of chronic diseases. For those at greatest risk, such as minority-ethnic and/or socio-economically deprived groups, self-management education can be culturally-tailored to encourage behavioural change. Yet, the application of culturally appropriate material and expertise within health promotion services continues to be debated. We critique the design, implementation, and delivery of a culturally-tailored self-management intervention, with particular focus on the experiences of lay educators.Methods: A mixed methods qualitative evaluation was undertaken to understand self-management service provision to culturally diverse communities (i.e. how components such as lay workers, group-based design, and culturally-appropriate educational material are intended to encourage behavioural change). We interviewed lay educators delivering the Chronic Disease Educator programme along with attendees, whilst observing workshops. Data were thematically analysed using a content-based constant comparison approach through a number of interpretative analytical stages.
Results: Lay educators felt part of the local community, relating to attendees from different races and ethnicities. However, lay educators faced challenges when addressing health beliefs and changing lifestyle practices. Culturally-tailored components aided communication, with educator’s cultural awareness leading to close relationships with attendees, while the group-based design facilitated discussions of the emotional impact of illness.
Conclusions: Lay educators bring with them a number of nuanced skills and knowledge when delivering self-management education. The development and training required for this role is inhibited by financial constraints at policy-level. The interpretation of being from the ‘community’ links with the identity and status of the lay role, overlapping notions of race, ethnicity, and language.References:Am J Public Health. 2011 Dec;101(12):e1-5. (PMID: 22021289)
J Health Serv Res Policy. 2011 Jan;16(1):37-43. (PMID: 20819914)

please response to these two peers

Addressing Cultural Competence

After reading A critique of the design, implementation, and delivery of a culturally tailored self-management education intervention: a qualitative evaluation, my overall assessment of implicating a culturally efficient healthcare program is through identifying cultural competences and the methods of data analysis which highlights goal setting, self-efficiency, and implications (Sidhu, et al., 2015). The reason why this article is good at being a qualitative evaluation of cultural competencies is because it does a great job of laying out the background for the cultural disparities against the target population and the socioeconomic and behaviors surrounding immigrant populations and women in non-healthcare fields. Such target populations become the topic of discussion when the methodology expresses the organizational goals, cultural adaptions, barriers, and implication strategies through a qualitative method of critique within the article (Sidhu, et al., 2015).

As a healthcare manager understanding the responsibility of implicating a healthcare program that is culturally efficient means understanding the cultural disparities and barriers that would be dealt with through new or revising healthcare services (Longest, 2015). This article did do a good job of identifying cultural competencies within the background section of the article discussing the target population and the cultural barriers of the ethnic groups. Information data retrieval and the sampling method of the qualitive method is another instance that cultural competencies were not just identified but clearly measured and evaluated through for the explanation of chronic disease self-management programs (CDSMPs) among immigrants and women in non-healthcare positions (Sidhu, et al., 2015). Unless a healthcare manager acknowledges how to reflect, plan and research into the norms of a target population for services using the five strategies by Kreuter and Wray, then cultural competencies would not be efficiently addressed (Longest, 2015; Sidhu, et al., 2015).

One of the objectives of any health program, whether private or government-initiated, is to reduce health disparities. Therefore, achieving health equity remains an important goal of US healthcare. On the other hand, the US comprises a population from varying cultures, races, literacy levels, and ethnicities. Therefore, a health program cannot be a “one size fits all” plan; it is an individualized, tailor-made undertaking carefully formulated, implemented, and evaluated to meet the specific health needs of the population. With this, the need for cultural competence has gained attention since cultural competence is directed to reduce healthcare disparities and enhance the quality of care delivered to the population (Bhattacharya et al., 2019).

In the study conducted by Sidhu et al. (2015), a qualitative evaluation approach was utilized to evaluate the design, implementation, and delivery of culturally-tailored self-management education intervention in migrant populations in Birmingham, UK. The study employed lay people with training on self-management from the community. These people were from different ethnic communities with knowledge of social issues. Furthermore, the researchers also utilized visual aids and demonstrations and understandable terminologies, and the teachings were delivered in their local locations to accommodate socio-economically disadvantaged groups. They also made sure that the beliefs and traditions of certain groups were respected, such as Muslim women grouped with Muslim female layperson.

Overall, the study achieved cultural competency. It ensured that traditions and beliefs were respected, translators were available for better comprehension of the population with language barriers, lay people are employed to reach the community level, and used language and means within the level of comprehension of the population depending on their requirements. However, every program is a learning opportunity. Therefore, there were still some areas that needed to be improved, and this would serve as the learning prospect for future researchers focusing on cultural competency.