Assignment: Culture and African Contexts
Assignment: Culture and African Contexts
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Assignment
This assignment consists of two parts.
Part I
Follow these steps:
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1. Visit The Provider’s Guide to Quality and Culture at http://erc.msh.org/mainpage.cfm?file=1.0.htm&module=provider&language=English&ggroup=&mgroup=
2. Click on Getting Started (top left side tab).
3. Take the Quality and Culture Quiz. Note that this quiz is not a “test.” Your score is not as important as what you learn from the results of the quiz. It takes about 10 minutes to complete and is designed to assist you in learning about how culture influences health care.
4. After completing the quiz and reviewing your results, write a complete one-page paper that reflects upon the following:
a) What did you learn about how culture influences health care? Mention specific questions you answered correctly and those you answered incorrectly.
b) What did you learn about yourself after taking the quiz? Mention your own strengths and weaknesses in terms of specific beliefs, concepts, and skills related to your ability to effectively work with and interact with diverse cultures in the health care setting.
Part II
Follow these steps:
1. Read and Choose ONE of the articles’ topics the following articles. 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.
Purcell, N., & Cutchen, L. (2013). Diabetes self-management education for African Americans: Using the PEN-3 model to assess needs. American Journal of Health Education, 44(4), 203-212.
http://www.tandfonline.com/doi/abs/10.1080/19325037.2013.798212
Lindberg, N. M., Stevens, V. J., & Halperin, R. O. (2013). Weight-Loss Interventions for Hispanic Populations: The Role of Culture. Journal of Obesity, 2013, 542736.
https://www.hindawi.com/journals/jobe/2013/542736/
2. Write a complete 1-2 pages paper that includes the following:
a) Provide a brief overview of the health issue among your selected group, statistics about the scope of the problem, and its implications for health.
b) Describe the Cultural Identity of the group you chose. Specifically address how each of the PEN-3 model’s three factors within Cultural Identity applies to your group and provide examples. Use subheadings to clearly show that you have addressed each of the three factors.
c) Support your discussion with references from scholarly and professional references (not just your opinion).
In your paper must include
· · Complete 1 page length for Part 1 and Complete 1-2 pages length for Part 2.
· · Proper introduction and conclusion.
· · 3-5 references from provided readings and cited all in APA.
Required Readings
Management Sciences for Health (2008).The Provider’s Guide to Quality and Culture. Retrieved April 1, 2013 from http://erc.msh.org/mainpage.cfm?file=1.0.htm&module=provider&language=English&ggroup=&mgroup=
NOTE: In the following document, just read the Intro, review the Key Concepts, and then view the Lecture: U.S. Department of Health & Human Services, Maternal Child Health Bureau (2009). Core Concepts in Cultural Competence. Retrieved April 1, 2013 from http://support.mchtraining.net/national_ccce/case0/home.html
U.S. Department of Health & Human Services, Office of Minority Health (2005). National Standards on Culturally and Linguistically Appropriate Services (CLAS).Retrieved May 1, 2012 from http://minorityhealth.hhs.gov/templates/browse.aspx?lvl=2&lvlID=15 . (Note: Read the Case Assignment before accessing this website. There are certain parts you are to review.)
U.S. 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
Assignment: Culture and African Contexts
Yick, A. &Oomen-Early, J. (2009).Using the PEN-3 model to plan culturally competent domestic violence intervention and prevention services in Chinese-American and immigrant communities.Health Education,109(2), 125-139. Retrieved May 1, 2012 from ProQuest.
Optional Reading
Airhihenbuwa, C. & Webster, J. D. (2004) Culture and African Contexts of HIV/AIDS Prevention, Care and Support.Journal of Social Aspects of HIV/AIDS Research Alliance.
Full article retrieved from http://www.ajol.info/index.php/saharaj/article/viewFile/30064/22717
Summary retrieved from http://www.comminit.com/africa/node/268394
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
