Choose A Developmental Life Stage And Health-Related Issue

Choose A Developmental Life Stage And Health Related Issue That Intere

Choose a developmental life stage and health-related issue that interests you (Ovarian cancer). Develop a proposal for a six-week program (that meets once per week) to address the issue for girls or women. Use APA format and scholarly citations and references. Your program proposal must include the following items: Need for the Program. Describe the program, your title for your program, the target population, and the need that the program addresses. Provide statistics, citations, and references supporting the need for the program. (3–4 pages) Theoretical rationale. Describe how the program is supported by at least two of the theories examined in this course. (3–4 pages) Program curriculum. Develop the curriculum for the program, outlining the key issues that will be addressed, learning objectives, at least three activities to reinforce the issues, and age appropriate resources (such as books or web sites) for your population. (8–10 pages) Marketing brochure. Develop a two-page brochure to market your program. (Use a Microsoft Word brochure template to develop your brochure.) (2 pages)

Paper For Above instruction

Introduction

Ovarian cancer remains one of the most lethal gynecological malignancies, primarily affecting women in mid to later adulthood. Despite advances in detection and treatment, the prognosis remains poor if diagnosed at an advanced stage (Siegel, Miller, & Jemal, 2020). Given its significant health burden, developing targeted educational and preventive programs for women, particularly those at higher risk, is crucial. This proposal outlines a six-week program aimed at increasing awareness, early detection, and risk reduction strategies for ovarian cancer among women aged 35-50, a demographic that can benefit from proactive health behaviors and screening initiatives.

Need for the Program

Statistics demonstrate the ongoing prevalence and mortality associated with ovarian cancer. According to the American Cancer Society (2022), approximately 19,880 women in the United States are diagnosed annually, with about 12,810 deaths. The five-year survival rate remains around 49%, largely dependent on the stage at diagnosis, with early detection vastly improving outcomes (Siegel et al., 2020). Risk factors such as a family history, age, reproductive history, and genetic predisposition contribute to individual risk profiles (Heintz et al., 2017). Despite these factors, awareness of early symptoms and screening options remains insufficient among women in the targeted age group.

Research indicates that many women lack adequate knowledge about ovarian cancer, its symptoms, and preventive measures. A survey by Fancher et al. (2019) revealed that less than 50% of women aged 30-50 could recognize early signs such as bloating, pelvic pain, and urinary urgency. This knowledge gap delays diagnosis, reducing treatment effectiveness. Moreover, disparities exist across socio-economic and racial groups, indicating the need for culturally sensitive education programs (American Society of Clinical Oncology, 2021). A tailored, community-based intervention can bridge this gap by providing women with accurate information, screening guidance, and lifestyle modifications to lower their risk.

Theoretical Rationale

The program's design is supported by Health Belief Model (HBM) and Social Cognitive Theory (SCT), both foundational in health promotion strategies. The HBM posits that individuals are more likely to engage in health behaviors if they perceive a susceptible risk, believe the severity of the condition is significant, and see the benefits of action outweighing barriers (Rosenstock, 1974). Applied here, the program aims to enhance women’s perceived susceptibility to ovarian cancer and emphasize the importance of early detection and lifestyle changes to reduce risk.

The SCT emphasizes observational learning, self-efficacy, and outcome expectations in behavior change (Bandura, 1986). Incorporating peer testimonials, role-playing, and skill-building activities, the program encourages women to adopt preventive behaviors confidently. By reinforcing observational learning through community stories and successful case examples, women can visualize positive outcomes, thereby increasing their motivation.

Combining these theories offers a comprehensive approach: the HBM addresses the psychosocial perceptions necessary for behavior change, while SCT provides mechanisms for building confidence and modeling healthy behaviors, ensuring sustained engagement throughout the program.

Program Curriculum

The curriculum spans six weekly sessions, each focusing on critical aspects of ovarian cancer awareness, prevention, and early detection. The overarching goal is to empower women to take proactive steps in reducing their risk and recognizing early symptoms.

Week 1: Introduction to Ovarian Cancer

- Key Issues: Understanding ovarian anatomy, statistics, risk factors.

- Learning Objectives: Define ovarian cancer, identify risk factors, understand regional statistics.

- Activities:

- Interactive presentation on ovarian anatomy and function.

- Personal risk assessment activity.

- Distribution of educational pamphlets with key facts.

- Resources: CDC.gov ovarian cancer overview, ovarian cancer informational brochures.

Week 2: Recognizing Symptoms and Early Detection

- Key Issues: Symptoms, importance of early diagnosis.

- Learning Objectives: Identify early symptoms, learn about screening modalities.

- Activities:

- Symptom recognition quiz.

- Role-playing scenarios to prompt symptom discussion.

- Review of current screening recommendations.

- Resources: American Cancer Society symptom checklist, Johns Hopkins ovarian cancer screening info.

Week 3: Risk Factors and Lifestyle Modifications

- Key Issues: Genetic, reproductive, environmental factors, lifestyle impacts.

- Learning Objectives: Explain modifiable and non-modifiable risks, identify lifestyle changes to reduce risk.

- Activities:

- My risk profile worksheet.

- Group discussion on diet, exercise, smoking cessation.

- Creating personal action plans.

- Resources: National Cancer Institute guidelines on lifestyle and risk reduction.

Week 4: Genetic Counseling and Testing

- Key Issues: BRCA genes, family history, genetic testing benefits.

- Learning Objectives: Understand genetic risk, when to consider counseling/testing.

- Activities:

- Case studies on family history.

- Invited genetic counselor virtual session.

- Question-and-answer segment.

- Resources: NIH genetic testing resources, genetic counseling organizations.

Week 5: Healthy Lifestyle Choices

- Key Issues: Diet, physical activity, smoking, environmental exposures.

- Learning Objectives: Identify lifestyle behaviors to mitigate risk, develop healthy habits.

- Activities:

- Cooking demo for ovarian-healthy foods.

- Exercise session focused on weight management.

- Workshop on reducing environmental toxin exposure.

- Resources: USDA dietary guidelines, exercise apps/resources.

Week 6: Engagement and Outreach

- Key Issues: Community support, advocacy, ongoing education.

- Learning Objectives: Develop skills to advocate for ovarian cancer awareness, plan personal follow-up.

- Activities:

- Peer testimonial sharing.

- Planning for ongoing health behaviors and screenings.

- Creating awareness campaigns.

- Resources: National ovarian cancer alliance, local support groups.

Throughout, materials will be tailored culturally and literacy level appropriate, deploying visual aids, videos, and web-based content as needed. The program emphasizes active participation and peer support to enhance self-efficacy.

Marketing Brochure

The brochure will be designed as a vibrant, engaging two-page document using Microsoft Word templates. The front page introduces the program, providing a compelling headline such as "Empower Your Health: Join Our Ovarian Cancer Awareness Program," along with a brief overview and call to action. The second page details session dates, location, contact information, and registration instructions. It highlights the benefits of participation, including increased knowledge, risk reduction strategies, and community support. Visuals will include infographics on symptoms, risk factors, and lifestyle tips, along with testimonials from survivors and healthcare providers. The tone will be empowering and accessible, encouraging women aged 35-50 to take proactive steps for their health.

Conclusion

This six-week educational program is designed to address critical gaps in awareness and prevention of ovarian cancer among women aged 35-50. Grounded in established health behavior theories, it combines informative sessions with experiential activities to foster knowledge, self-efficacy, and community engagement. Given the substantial morbidity and mortality associated with ovarian cancer, early intervention and education are vital. Implementing such a program could significantly improve early detection rates and encourage women to adopt healthier lifestyles, ultimately reducing the burden of ovarian cancer in the targeted population.

References

• American Cancer Society. (2022). Ovarian cancer statistics. https://cancer.org/cancer/ovarian-cancer/about/key-statistics.html
• American Society of Clinical Oncology. (2021). Disparities in ovarian cancer outcomes. Journal of Clinical Oncology, 39(8), 845–852.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Heintz, A. P., et al. (2017). Risk factors for ovarian cancer: A review of epidemiologic studies. Gynecologic Oncology, 146(1), 27–34.
• Fancher, L., et al. (2019). Women's awareness of ovarian cancer symptoms and screening: Results from a national survey. Women's Health Journal, 25(4), 471–479.
• Rosenstock, I. M. (1974). The health belief model and preventive health behavior. Health Education Monographs, 2(4), 354–386.
• Siegel, R. L., Miller, K. D., & Jemal, A. (2020). Cancer statistics, 2020. CA: A Cancer Journal for Clinicians, 70(1), 7–30.