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Public Health in a Multicultural Environment Introduction and Rationale Key Content Areas Benefits and Values Scope and Elements Teaching Tools, Strategies, and Resources Suggested Strategies Key Success Factors Vignettes and Faculty Guidance Resources for the Module Series Resources for the Public Health Module Appendix A Appendix B References Acknowledgments About the NCCC Print Modules Home
Public Health in a Multicultural Environment

Teaching Tools, Strategies, and Resources, continued

Vignette 3: The Ten Essential Public Health Services

Source: Association of Schools of Public Health

  • Monitor health status to identify community health problems
  • Diagnose and investigate health problems and health hazards in the community
  • Inform, educate, and empower people about health issues
  • Mobilize community partnerships to identify and solve health problems
  • Develop policies and plans that support individual and community health efforts
  • Enforce laws and regulations that protect health and ensure safety
  • Link people to needed personal health services and assure the provision of health care when otherwise unavailable
  • Assure a competent public health and personal health care workforce
  • Evaluate effectiveness, accessibility, and quality of personal and population-based health services
  • Research for new insights and innovative solutions to health problems


Goal

Incorporate relevant content from this module and other sources to revise the Ten Essential Public Health Services for today’s multicultural environment in the United States.

Faculty Guidance

=Exercise 1: Engage students in group discussion and/or assign the following questions for written reports:

  • How do the values and principles of cultural competence apply to each of the Ten Essential Public Health Services?
  • How does the definition of linguistic competence apply to these?
  • Which models and frameworks for multicultural public health hold promise for greatest efficacy for the ten stated services?

Exercise 2: Instruct students to form small groups and to reach consensus on revising the Ten Essential Public Health Services to infuse values and principles of cultural and linguistic competence.

Discuss the implications for leadership in multicultural health.

Pose the following questions to the students.

  • What were the strengths and challenges of the consensus process?
  • Were there cultural factors that made an impact on the consensus-building process?
  • Would this be a feasible approach to use with communities? If not, provide reasons why.
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