Heritage Assessment Assignment Essay

March 6, 2022

Heritage Assessment Assignment Essay

Heritage Assessment Assignment Essay

Heritage Assessment Assignment Essay

The learning activity and corresponding assignment in this topic   requires students to perform a heritage assessment with families   selected by students from their local communities.

Click on http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf   in order to access the “Heritage Assessment Tool.”

Interview three families from different cultures. One family should   be from your own culture. Compare the differences in health traditions   between these cultures.

Assess the three families using the “Heritage Assessment   Tool.” In 1,000-1,500 words, discuss the usefulness of applying a   heritage assessment to evaluate the needs of families and develop   plans for health maintenance, health protection, and health   restoration. Include the following:

  1. Perform a heritage assessment on three families. One of these     families should be from your own culture.
  2. Complete the     “Heritage Assessment Tool” for each of the three families     interviewed and submit the three assessments to:     RNBSNclientcare@gcu.edu. You are not required to include the tool in     your LoudCloud submission.
  3. Identify common health    traditions based on cultural heritage. Evaluate and discuss how the     families subscribe to these traditions and practices. Address health     maintenance, health protection, and health restoration as they     relate to your assessment.

Prepare this assignment according to the guidelines found in the APA   Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion.

Our understanding of health literacy gains greater depth and meaning in the context of culture. This is especially important given the

Heritage Assessment Assignment Essay

Heritage Assessment Assignment Essay

ethnic and linguistic diversity of the U.S. population. In addition to 211,460,626 Americans of European decent, the 2000 U.S. Census identified 69,961,280 people from 19 other ethnic and cultural groups living in America (U.S. Census Bureau, 2000). Many of these diverse American populations have differing systems of belief about health and illness. Cultural health beliefs affect how people think and feel about their health and health problems, when and from whom they seek health care, and how they respond to recommendations for lifestyle change, health-care interventions, and treatment adherence.

Cultures also differ in their styles of communication, in the meaning of words and gestures, and even in what can be discussed regarding the body, health, and illness. Health literacy requires communication and mutual understanding between patients and their families and health-care providers and staff. Culture and health literacy both influence the content and outcomes of health-care encounters.

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A definition of health literacy that does not recognize the potential effect of cultural differences on the communication and understanding of health information would miss much of the deeper meaning and purpose of literacy for people (Nutbeam, 2000). Culture provides a context through which meaning is gained from information, and provides the purpose by which people come to understand their health status and comprehend options for diagnoses and treatments. A conceptual understanding of the interconnections between culture and literacy through the idea of cultural literacy can provide insights into the deeper meanings of how diverse populations in the United States come to know, comprehend, and make informed decisions based on valid data regarding their health.

This intersection between culture and literacy is recognized in the U.S. Department of Health and Human Services (HHS) National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health Care. The standard states that “health care organizations must make available easily understood patient-related materials … in the languages of commonly encountered groups …” (HHS, 2001: 11). The standard goes on to state explicitly that in addition to being culturally responsive, these materials need also be responsive to the literacy levels of patients and consumers. Issues of culture, language, and learning are interrelated, and to be effective, health education must be conducted in both culturally and linguistically appropriate formats to address the increasingly diverse multicultural and multilingual population (AMA Ad Hoc Committee on Health Literacy, 1999).

Cultural, social, and family influences shape attitudes and beliefs and therefore influence health literacy. Social determinants of health are well documented regarding the conditions over which the individual has little or no control but that affect his or her ability to participate fully in a health-literate society. Native language, socioeconomic status, gender, race, and ethnicity along with mass culture as represented by news publishing, advertising, marketing, and the plethora of health information sources available through electronic channels are also integral to the social–cultural landscape of health literacy.

Traditional and mass culture and society provide a lens through which individuals perceive the mix of opportunities and underlying values and assumptions inherent in the health system. Society influences individuals and collectivities such as families, communities, and professional groups. Social factors work through social networks as well as through government programs, legislation, and private-sector markets. They are reflected in and shaped by the media. They are manifested through access to agency and organizational programs. A wide variety of social factors produce and diffuse information or misinformation, shape bias, develop and support health-promoting or -degrading environments, and provide normative pressures. These influence the actions of individuals, collectivities, and the specialized groups of public health and care providers and therefore suggest critical intervention points.

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