A healthcare provider’s main goal is to deliver the services that people needs to avail. However, there are some concerns over the implementation of heath programs that may involve issues with gender and racial differences. In order to minimize the failure rate of such programs, one should be able to understand how to deal with gender and racial aspects when delivering an education or preventive program for the whole population.
It is necessary for a health care provider to understand racial and gender differences among people because implementing a universal program may not be appropriate especially if there are differences among population sectors. One should be able to identify the true lifestyle of people based on gender and how each gender type responds to new education and programs that will affect their choices and decisions in life, whether to take advantage of a healthcare program or not.
Similarly, racial differences pose a problem when a certain health program is implemented. These races represent societies, which will then represent cultures and traditions. In the end, ethical and moral perceptions will be the true factor whether one racial sector will accept a health program or not. There are certain barriers to having a universal approach in health care promotion and education. When it comes to gender, it may be difficult to modify the lifestyles of male and females as well as the members of the third sex.
This is because each gender scope has different lifestyles. Moreover, each has their respective way of accepting an idea according to how they should be acting and thinking as enforced by the society. This is also similar to culture differences. One health program may be acceptable to one culture while another segment may reject it due to but not limited to traditions, morality, ethics or social structure.
Lastly, age is also a problematic barrier because one program should be divided into several parts according to whether the program recipient is mature enough or not to accept new education. For example, in order to overcome these barriers, specific health care programs should be initiated. When it comes to gender, there should be an allocated STD prevention program that will be based on the lifestyle of female, males and gays and lesbians according to their sexuality and preferences.
A study points out that females contract Chlamydia three times more than males (Avert, 2010). When referring to race, health programs should provide STD prevention options according to how a specific race and culture accepts contraceptives and health methods. For the age concern, the key to giving effective STD programs and education is to divide them into segments where one age group will have a definite program while the other receives a modified one, all of which are related to the careful study of their ability to understand according to age.
For example, CDCNPIN noted that 70% of senior high school students have had sex (Merritt, 2010). This is a good segment where a specific program can be applied as opposed to having an integrated one. REFERENCES Avert, Initials. (2010, June 17). Std reporting in the usa. Retrieved from http://www. avert. org/std-statistics-america. htm Merritt, G. (2010, August 16). “youth risk behavior survey: 70 percent of high school seniors have had sex”. Retrieved from http://www. cdcnpin. org/scripts/news/NewsList. asp