Planning and Topic
Directions
Develop an educational series proposal for your community using one of the following four topics:
- Bioterrorism/Disaster
- Environmental Issues
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching
Identification of Focus for Community Teaching (Topic Selection)
The plan is focused on improving teenagers’ health status related to the sexuality-reproductive functional health pattern by disseminating knowledge on STD prevention.
Epidemiological Rationale for Topic (Statistics Related to Topic)
Based on the study by Hailu, Mergal, Nishimwe, Samson, and Santos (2018), the majority of adolescents receive no advice from parents concerning the unwanted consequences of sexual relationships, including STDs. Since 2013, in people aged 15-24, the rates of Chlamydia infection and syphilis increased by 29% and 24% respectively (Centers for Disease Control and Prevention, 2018). As for adolescents in California, in 2017, there were over 3000 cases of Chlamydia per 100.000 citizens aged 15-19 (California Department of Public Health, 2018). Nowadays, Chlamydia is more common in female adolescents, whereas the risks of syphilis are greater for males, especially MSM (CDPH, 2018).
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis
Risk for acquiring Sexually Transmitted Diseases due to:
- Peer Pressure
- Age
- Knowledge Deficit
Readiness for Learning
Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Students’ readiness would be manifested in well-developed speaking and listening skills, good general knowledge, and the understanding of STDs as a problem. Emotional readiness would find reflection in adolescents’ normal anxiety levels and motivation to learn. As for the experiential aspect of readiness, it would be assessed with reference to students’ previous experiences with learning. Also, the degree to which adolescent sexuality and sex education are stigmatized in their native cultures will be taken into consideration.
Learning Theory to Be Utilized
Explain how the theory will be applied.
Mezirow’s theory of transformative learning can be utilized to educate the selected age group on STDs and associated health risks. For cognitive and behavioral transformation, learners should be given opportunities to alter their worldview by reappraising their previous beliefs and challenging them (Mezirow, 2018). The teacher will ask students to make predictions concerning the incidence of STDs in their peers and the main mistakes that cause it. Then, all students will be able to check their knowledge and get new and accurate information on the topic, including the basics of using barrier contraceptives.
Goal
Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
The proposed teaching plan is related to achieving three objectives in Sexually Transmitted Diseases. To begin with, STD 2 will be used since the rates of chlamydiosis in female adolescents in California need to be reduced (CDPH, 2018; Office of Disease Prevention and Health Promotion, n.d.). Also, the rationale for using STD 6.1 and STD 6.2 is the recent growth of gonorrhea rates in male and female Californians (CDPH, 2018; ODPHP, n.d.).
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
According to the Alma-Ata Declaration of 1978, individuals should be involved in decision-making related to healthcare and provided with timely education on disease prevention (World Health Organization, n.d.). The initiative is aligned with the selected HP2020 objectives since reductions in STD incidence rates are achieved due to patient education and the promotion of safe sex.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods
Creativity
How was creativity applied in the teaching methods/strategies?
The use of bananas for demonstration is both creative and ethically appropriate compared to practical tasks with sex toys. Also, encouraging students to formulate their own answers will foster creativity in the classroom.
Planned Evaluation of Objectives
(Outcome Evaluation): Describe what you will measure for each objective and how.
- Ability to remember/explain risk factors – measure the amount of time the group needs to recall all factors after the presentation.
- Ability to explain how condoms prevent STDs – ask questions and calculate the rate of detailed and correct answers.
- Ability to put on and remove condoms – the percentage of students who perform the task without breaking the condom.
- Ability to describe the situation in California – the percentage of correctly answered questions about STDs in the state.
Planned Evaluation of Goal
Describe how and when you could evaluate the overall effectiveness of your teaching plan.
It can be evaluated right after the lesson by comparing the results of knowledge tests related to STDs completed before and after the activities.
Planned Evaluation of Lesson and Teacher (Process Evaluation)
Students will be asked to complete anonymous questionnaires and evaluate the content, the quality of presentation, the teacher’s professionalism, etc.
Barriers
What are potential barriers that may arise during teaching and how will those be handled?
To reduce students’ uneasiness and embarrassment, the teacher will use humor and explain the importance of sex education.
Therapeutic Communication
Communicate therapeutically with patients
How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?
To start with, the teacher can demonstrate the STD map of the United States and ask students to guess what it is to capture their attention. To encourage active listening, the teacher will use post-listening activities, for instance, tasks that involve summarizing the presented information using a limited number of words/sentences. Nine-grade students can use analysis and synthesis in learning, and active listening tasks that involve summarizing allow tailoring the presentation to their needs. In the end, the teacher will recommend the class to avoid placing passion before health. Particular non-verbal communication techniques will include making gentle eye contact with students when presenting new information. The teacher will be dressed formally and use facial expressions of doubt and excitement to make the group evaluate the correctness of their answers. Concerning voice and intonation patterns, high tones will be used to attract more attention to key facts.
References
California Department of Public Health. (2018). Sexually transmitted diseases in California: 2017 snapshot. Web.
Centers for Disease Control and Prevention. (2018). STDs in adolescents and young adults. Web.
Hailu, S. T., Mergal, B. B., Nishimwe, D. F., Samson, M., & Santos, N. L. (2018). Sex education from home and school: Their influence on adolescents’ knowledge, attitude, and beliefs toward sexuality. Journal of Health Sciences, 1(1), 68-74.
Mezirow, J. (2018). Transformative learning theory. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists…in their own words (2nd ed.) (pp. 114-128). New York, NY: Routledge.
Office of Disease Prevention and Health Promotion. (n.d.). Sexually transmitted diseases. Web.
U.S. Food and Drug Administration. (2018). Condoms and sexually transmitted diseases. Web.
World Health Organization. (n.d.). WHO called to return to the Declaration of Alma-Ata. Web.