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Culturally-Tailored Education Programs to Address Health Literacy Deficits and Pervasive Health Disparities among Hispanics in Rural Shelbyville, Kentucky.

Ramos IN, Ramos KS, Boerner A, He Q, Tavera-Garcia MA - J Community Med Health Educ (2013)

Bottom Line: The program identified specific pathways to address health literacy deficits and disparities identified through a community-wide health assessment completed in 2010.Health education programs that embrace perceptions of the community of their own health, and that integrate knowledge into culturally-sensitive education, significantly improved health knowledge among Hispanic residents in rural Kentucky.Such gains may translate into sustainable improvements in health literacy and help reduce health disparities.

View Article: PubMed Central - HTML - PubMed

Affiliation: Departments of Environmental and Occupational Health Sciences, School of Public Health and Information Sciences, University of Louisville, USA ; Center for Environmental Genomics and Integrative Biology, University of Louisville, USA.

ABSTRACT

Objectives: This investigation was conducted to evaluate the impact of culturally-tailored education on health knowledge among Hispanic residents of rural, Shelbyville, KY.

Design: The program identified specific pathways to address health literacy deficits and disparities identified through a community-wide health assessment completed in 2010.

Results: A total of 43 Hispanic males who shared deficiencies in community-wide health infrastructure were enrolled in the program. The curriculum included an introductory session followed by five, subject-specific, sessions offered on a weekly basis from February to April 2011. Pre/post-test assessments showed marked improvement in knowledge base for all participants after each session, most notably related to cardiovascular disease, diabetes and metabolic syndrome. The group reconvened in January 2012 for follow-up instruction on cardiovascular disease and diabetes, as well as global assessment of knowledge retention over a nine-month period. Comparisons of pre/post testing in cardiovascular disease and diabetes, as well as global health-related knowledge showed significant gains for all parameters.

Conclusions: Health education programs that embrace perceptions of the community of their own health, and that integrate knowledge into culturally-sensitive education, significantly improved health knowledge among Hispanic residents in rural Kentucky. Such gains may translate into sustainable improvements in health literacy and help reduce health disparities.

No MeSH data available.


Related in: MedlinePlus

Knowledge Base and Reinforcement in Cardiovascular Diseases Nine Months Following Initial Educational Intervention Among Individual Hispanic Participants.
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Figure 7: Knowledge Base and Reinforcement in Cardiovascular Diseases Nine Months Following Initial Educational Intervention Among Individual Hispanic Participants.

Mentions: The second phase of the program focused strictly on cardiovascular diseases and diabetes education. This phase was offered nine months after completion of the first phase to evaluate and compare short- and longer-term knowledge gain. The results of pre-/post-testing performance in the areas of cardiovascular diseases and diabetes during phase II of the intervention are presented in Figures 7 and 8, respectively. Of note, 23 of 32 participants who completed the cardiovascular module during the first phase of the program enrolled in the second phase for an impressive reenrollment rate of 88%. Pre-test performance of participants in cardiovascular disease was consistently high with 26/32 scoring at or above 40%. Importantly, 16/23 participants showed improved pre-testing performance when compared to the first phase of the program; evidence of significant knowledge retention over a 9 month period after completion of education. In keeping with this interpretation, post-testing performance in cardiovascular was consistently improved compared to phase I with 31/32 participants scoring 80% or better, and 26/32 scoring 100%. For the diabetes module, 24/32 participants reenrolled in the program. Marked improvements in pre-testing performance were realized by participants, with 33/35 participants scoring 40% or better, and 10/32 scoring at 60% or better. Among return participants, 14/26 showed improved pre-testing performance, while 25/26 (96%) showed sustained pre-testing performance. Direct comparisons of cumulative pre-/post-test performance in cardiovascular diseases and diabetes showed significant improvements in both pre- and post-testing performance for participants who had re-enrolled in the program (Figure 9). Statistical analyses of the totality of the data were completed for pre-test and post-test as paired variables. All paired t-tests were significant (<.0001), indicating that educational intervention significantly affected their capacity to give correct answers.


Culturally-Tailored Education Programs to Address Health Literacy Deficits and Pervasive Health Disparities among Hispanics in Rural Shelbyville, Kentucky.

Ramos IN, Ramos KS, Boerner A, He Q, Tavera-Garcia MA - J Community Med Health Educ (2013)

Knowledge Base and Reinforcement in Cardiovascular Diseases Nine Months Following Initial Educational Intervention Among Individual Hispanic Participants.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4231820&req=5

Figure 7: Knowledge Base and Reinforcement in Cardiovascular Diseases Nine Months Following Initial Educational Intervention Among Individual Hispanic Participants.
Mentions: The second phase of the program focused strictly on cardiovascular diseases and diabetes education. This phase was offered nine months after completion of the first phase to evaluate and compare short- and longer-term knowledge gain. The results of pre-/post-testing performance in the areas of cardiovascular diseases and diabetes during phase II of the intervention are presented in Figures 7 and 8, respectively. Of note, 23 of 32 participants who completed the cardiovascular module during the first phase of the program enrolled in the second phase for an impressive reenrollment rate of 88%. Pre-test performance of participants in cardiovascular disease was consistently high with 26/32 scoring at or above 40%. Importantly, 16/23 participants showed improved pre-testing performance when compared to the first phase of the program; evidence of significant knowledge retention over a 9 month period after completion of education. In keeping with this interpretation, post-testing performance in cardiovascular was consistently improved compared to phase I with 31/32 participants scoring 80% or better, and 26/32 scoring 100%. For the diabetes module, 24/32 participants reenrolled in the program. Marked improvements in pre-testing performance were realized by participants, with 33/35 participants scoring 40% or better, and 10/32 scoring at 60% or better. Among return participants, 14/26 showed improved pre-testing performance, while 25/26 (96%) showed sustained pre-testing performance. Direct comparisons of cumulative pre-/post-test performance in cardiovascular diseases and diabetes showed significant improvements in both pre- and post-testing performance for participants who had re-enrolled in the program (Figure 9). Statistical analyses of the totality of the data were completed for pre-test and post-test as paired variables. All paired t-tests were significant (<.0001), indicating that educational intervention significantly affected their capacity to give correct answers.

Bottom Line: The program identified specific pathways to address health literacy deficits and disparities identified through a community-wide health assessment completed in 2010.Health education programs that embrace perceptions of the community of their own health, and that integrate knowledge into culturally-sensitive education, significantly improved health knowledge among Hispanic residents in rural Kentucky.Such gains may translate into sustainable improvements in health literacy and help reduce health disparities.

View Article: PubMed Central - HTML - PubMed

Affiliation: Departments of Environmental and Occupational Health Sciences, School of Public Health and Information Sciences, University of Louisville, USA ; Center for Environmental Genomics and Integrative Biology, University of Louisville, USA.

ABSTRACT

Objectives: This investigation was conducted to evaluate the impact of culturally-tailored education on health knowledge among Hispanic residents of rural, Shelbyville, KY.

Design: The program identified specific pathways to address health literacy deficits and disparities identified through a community-wide health assessment completed in 2010.

Results: A total of 43 Hispanic males who shared deficiencies in community-wide health infrastructure were enrolled in the program. The curriculum included an introductory session followed by five, subject-specific, sessions offered on a weekly basis from February to April 2011. Pre/post-test assessments showed marked improvement in knowledge base for all participants after each session, most notably related to cardiovascular disease, diabetes and metabolic syndrome. The group reconvened in January 2012 for follow-up instruction on cardiovascular disease and diabetes, as well as global assessment of knowledge retention over a nine-month period. Comparisons of pre/post testing in cardiovascular disease and diabetes, as well as global health-related knowledge showed significant gains for all parameters.

Conclusions: Health education programs that embrace perceptions of the community of their own health, and that integrate knowledge into culturally-sensitive education, significantly improved health knowledge among Hispanic residents in rural Kentucky. Such gains may translate into sustainable improvements in health literacy and help reduce health disparities.

No MeSH data available.


Related in: MedlinePlus