Objectives:

Since the 1990s, cultural competence and cultural humility have been advanced across health disciplines, including health education and promotion, as approaches to use to address the health needs of increasingly diverse populations, reduce persistent health disparities and promote health and health equity. While these terms are sometimes used interchangeably, each of them represents a different approach when working across cultural groups. Health professionals, including health education specialists, may also find it helpful to employ cultural intelligence when working with diverse populations. The purpose of this article is to briefly define cultural competence and cultural humility and describe how cultural intelligence can provide health education specialists with another tool when working with diverse groups.

Design:

Review of the literature.

Setting:

USA and related contexts.

Results:

While cultural intelligence shares some similarities with previous terms, it differs in drawing from intelligence research and emphasises an understanding of different cultures, problem-solving and adaptations in numerous cultural settings.

Conclusion:

This article defines cultural intelligence as an essential capability to learn and use when engaging with diverse cultural groups and working in cross-cultural settings.

中文翻译：

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将文化智慧理念融入健康教育与健康促进

目标：

自 1990 年代以来，文化能力和文化谦逊已在健康学科（包括健康教育和促进）中得到提升，作为用于解决日益多样化人群的健康需求、减少持续的健康差异以及促进健康和健康公平的方法。虽然这些术语有时可以互换使用，但在跨文化群体工作时，它们中的每一个都代表不同的方法。卫生专业人员，包括健康教育专家，也可能会发现在与不同人群合作时运用文化智慧很有帮助。本文的目的是简要定义文化能力和文化谦逊，并描述文化智能如何在与不同群体合作时为健康教育专家提供另一种工具。

设计：

文献综述。

环境：

美国和相关背景。

结果：

虽然文化智能与之前的术语有一些相似之处，但它不同于情报研究，它强调对不同文化的理解、解决问题的能力以及在众多文化环境中的适应能力。

结论：

本文将文化智能定义为一种在与不同文化群体打交道和在跨文化环境中工作时学习和使用的基本能力。