Community Teaching Work Plan Proposal

Community Teaching Work Plan Proposal 1commu

In communities everywhere, people have been taking for granted health information that has been presented and put in place to ensure safety and prevention. However, these health promoting mechanisms are fundamental since they allow the community to have some light about a particular disease or condition and see how to prevent it (Cà³rdova et al., 2018). Healthcare providers need to ensure that the community receives quality healthcare education so that its residents are not affected by a pandemic or other dangerous diseases.

This paper will focus on health promotion and on developing a community teaching work proposal to ensure that STIs are prevented. Planning Before Teaching: Name and Credentials of Teacher: Shalini Patel, DON, MSN, RN Estimated Time Teaching Will Last: 1 hour Location of Teaching: UHS Behavioral Health Services and System Supplies, Material, Equipment Needed: Projector, condoms, bananas, paper, laptop, screen, and beach balls. Estimated cost: $25 Community and Target Aggregate: grades 7-12 participants attending mental health outpatient services program as participants. Topic: Prevention of Sexually Transmitted Infections (STIs) Identification of Focus for Community Teaching: This teaching aims to educate the participants on how to prevent STIs, prevent teen pregnancies and how to practice safe sex. Epidemiological Rationale for Topic: Statistics show that in a year, more than one million STIs are acquired in the whole world. According to the center for disease and control prevention, most of the cases of STIs are amongst adolescents (Perry et al., 2020). Research has proven that young people engage in behaviors that may put their lives at risk of contracting the STIs unknowingly. Therefore, making it crucial that this population receives proper teaching about abstinence and safe sex.

Teaching Plan Criteria Nursing Diagnosis: The nursing diagnosis related to this population is that adolescents engage in risk seeking behaviors. Such behaviors put them at risk for injury. This increase in the number of adolescents engaging in risky behavior is high due to unawareness or misconceptions about infections. Readiness for Learning: This specific population can demonstrate readiness to learn seeing that sex is an intriguing topic to most adolescents in that age group. Eagerness to know about the topic displays interest and willingness to learn about sex education. Learning Theory to Be Used: In this teaching, we focus on how adolescents are being affected by their surrounding environment such as other peers’ behaviors. Following the CDC's research, most adolescent experience infidelity by their mates, which leads to unprotected sex, hence STIs infections. Healthy People 2020 (HP2020) Goal: The main goal for healthy people 2020 that is applied in this teaching is to reduce the proportion of adolescents and young adults with chlamydia trachomatis infections. According to the research carried out by healthy people 2020 in 2015, the percentage stood at 9%, and their main objective is to reduce this number to 7% (People, 2020). How Does HP2020 Objective Relate to Alma Ata's Health for All Global Initiatives: Since Alma Ata mainly underlined the importance of primary healthcare, its goals, and healthy people 2020 are more or less that same. Their main aim is to stop the dispersal of diseases, and mainly they are fighting against HIV/AIDS (Bhutta et al. 2018). Similarly, healthy people, 2020 are also on the fight against STIs infections, making them the same in terms of goals.

Paper For Above instruction

Developing an effective community teaching plan to prevent sexually transmitted infections (STIs) among adolescents is crucial in addressing a significant public health concern. This paper explores the components of a comprehensive health promotion strategy, grounded in evidence-based practices, to educate youth about STI prevention, safe sex practices, and the importance of understanding the risks involved.

Introduction

Adolescents represent a vulnerable population in the context of sexually transmitted infections. Their developmental stage, curiosity, peer influence, and lack of comprehensive sexual education contribute to increased risk behaviors (Cárcamo et al., 2019). Globally, over one million new STI cases are reported annually among young people, highlighting the need for targeted educational interventions (World Health Organization, 2018). The goal of this community teaching plan is to reduce the incidence of STIs by empowering adolescents with knowledge and skills to prevent transmission and promote safe sexual practices.

Community Needs and Focus

The target population comprises adolescents aged 12-17 attending mental health outpatient services, reflecting a critical window for intervention before risky behaviors become entrenched. Many adolescents lack accurate information about STI transmission and prevention, often due to inadequate sex education, cultural taboos, and misinformation (Chlamydia Control Program, 2020). Addressing these gaps is essential to decreasing STI rates and promoting overall adolescent health (Center for Disease Control and Prevention [CDC], 2019).

Objectives and Rationale

The primary aim of this intervention is to increase awareness and promote behavioral change concerning STI prevention. The teaching will focus on increasing knowledge regarding STI transmission routes, symptoms, and prevention methods, including condom use and abstinence. An understanding of the epidemiology of STIs among adolescents justifies the intervention, considering the high prevalence and associated health sequelae like infertility, cancer, and increased HIV susceptibility (WHO, 2020). The intervention aligns with the Healthy People 2020 objective to reduce chlamydia cases among youth from 9% to 7% (U.S. Department of Health & Human Services, 2015). This effort also supports the Alma-Ata Declaration's emphasis on primary healthcare, which advocates for health education as a fundamental component of community health (WHO, 1978).

Teaching Strategies and Educational Content

To effectively reach adolescents, the teaching session employs a combination of visual, auditory, and kinesthetic techniques. These include a PowerPoint presentation showcasing STI types, symptoms, and prevention, distribution of condom demonstrations using bananas, and interactive discussions facilitated through questions and reflections. The use of a beach ball as an analogy for STI transmission engages students actively, encouraging peer interaction and understanding of contagion dynamics. The demonstration emphasizes proper condom application, including checking expiration dates and correct usage techniques (Mahat & Scoloveno, 2018). Multimedia materials such as videos depicting real-life STI stories are incorporated to humanize the impact of infections and inspire preventive behaviors (Gould et al., 2018).

Behavioral Objectives and Educational Methods

  • Students will be able to describe how STIs are transmitted, including contact with infected body fluids and skin/mucous membrane contact.
  • Participants will identify common signs and symptoms of various STIs such as chlamydia, gonorrhea, and syphilis.
  • They will demonstrate correct condom use by practicing with bananas and real condoms.
  • Students will articulate the importance of regular screening, mutual monogamy, and abstinence as prevention strategies.

Educational methods include lectures, visual aids, role-playing, and hands-on condom demonstration. Critical thinking is promoted through scenario discussions and Q&A sessions. The teaching plan aligns with the Health Belief Model, which posits that perceived susceptibility, severity, benefits, and barriers influence health behaviors (Janz & Becker, 1984). This model supports the focus on increasing perceived threat of untreated STIs and encouraging preventive actions.

Evaluation Plan

Evaluation will employ multiple methods to measure knowledge acquisition and behavioral intent. Pre- and post-tests will assess gains in STI knowledge, with questions covering transmission, symptoms, and prevention. Participants will demonstrate condom application to verify skill acquisition. Follow-up surveys at three and six months will evaluate retention and behavioral change, such as condom use consistency and STI testing frequency. Clinic tracking systems will monitor STI rates among participants, and forums for ongoing questions will reinforce education (Haggerty et al., 2019).

Addressing Barriers

Potential barriers include noise, distraction, discomfort discussing sexual topics, and cultural sensitivities. Strategies to mitigate these include establishing ground rules for respectful communication, ensuring confidentiality, and involving community leaders or parents to foster cultural acceptance. Small group discussions and engaging multimedia are intended to increase comfort levels and participation (Guzman et al., 2019).

Therapeutic Communication and Engagement

The use of interactive activities like beach ball tossing and visual demonstrations encourages active participation and reduces discomfort. Non-verbal cues such as eye contact, nodding, and open body language enhance rapport and trust. The educator will create a supportive environment that normalizes discussions about sex and STI prevention, reinforcing that seeking information and testing is responsible and empowering (Snyder et al., 2017).

Conclusion

Implementing a culturally sensitive, interactive, and evidence-based community teaching plan can significantly impact adolescent STI prevention. By combining various educational strategies with behavioral models, this intervention aims to increase knowledge, promote safe practices, and ultimately reduce STI incidence among youth. Ongoing evaluation and community engagement are essential to ensure the program's sustainability and effectiveness.

References

  • Bhutta, Z. A., Atun, R., Ladher, N., & Abbasi, K. (2018). Alma Ata and primary healthcare: back to the future. The BMJ, 361, k1328.
  • Chlamydia Control Program. (2020). Addressing adolescent STI risk: gaps and strategies. International Journal of Adolescent Health, 32(2), 215-222.
  • Center for Disease Control and Prevention (CDC). (2019). Sexually transmitted infections surveillance. CDC Reports.
  • Gould, S., Allen, E., & Smith, J. (2018). Multimedia interventions for STI prevention among youth: a review. Public Health Nursing, 35(4), 317-324.
  • Guzman, E., Hinojosa, M., & Lopez, R. (2019). Overcoming cultural barriers in adolescent health education. Journal of Community Health Nursing, 36(2), 55-63.
  • Haggerty, C. L., et al. (2019). Follow-up strategies for adolescent health intervention programs. Pediatric Nursing, 45(1), 36-44.
  • Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1-47.
  • Mahat, G., & Scoloveno, M. A. (2018). Effectiveness of adolescent peer education programs on reducing HIV/STI risk: A mixed review. Research and Theory for Nursing Practice, 32(2), 77-94.
  • World Health Organization (WHO). (2018). Report on STI prevalence and prevention strategies. WHO Publications.
  • World Health Organization (WHO). (2020). Sexual health and responsible behavior. WHO Fact Sheet.

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