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Sexually Transmitted Diseases: Community Teaching Plan Proposal

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Updated: Sep 14th, 2021

Planning and Topic

Directions

Develop an educational series proposal for your community using one of the following four topics:

  1. Bioterrorism/Disaster
  2. Environmental Issues
  3. Primary Prevention/Health Promotion
  4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
1 hour
Location of Teaching: Vista Del Mar School
Supplies, Material, Equipment Needed:
Posters, Markers, Pictures, Condoms, Banana
Estimated Cost: $ 50.00
Community and Target Aggregate:
School Community at Vista Del Mar, Target Audience 9thGrade Health Class
Topic:
(STDs)/Sexually Transmitted Infections (STIs)
(Primary Prevention/Health Promotion)

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:

  1. Peer Pressure
  2. Age
  3. 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

Behavioral Objective
and Domain
Content
Strategies/Methods
Nine-grade students will name factors that increase the risks of STDs (cognitive domain). Among the key risk factors associated with STDs are promiscuous sexual relations, unprotected sex, unsafe drug injections, involvement in prostitution, and having sex with prostitutes. The class will provide their list of risk factors for STDs. Then, they will be asked to compare their answers to the list on the poster. The teacher will explain all risk factors one by one and provide examples.
Nine-grade students will understand the role of condoms in addressing the problem of STDs (cognitive domain). If used properly, condoms reduce the risks of syphilis, gonorrhea, HIV, chlamydiosis, and other diseases (U.S. Food and Drug Administration, 2018). They prevent the exchange of biological liquids between healthy people and individuals with STDs. The teacher will assess the group’s knowledge concerning barrier contraception and use schemes to explain how condoms protect individuals during intercourse. With the teacher’s help, the group will name different fluids that can be infected.
Nine-grade students can demonstrate the proper use of condoms (psychomotor domain). Condom packets should never be opened with sharp objects. The condom has to unroll easily and in the right direction (the rim should be on the outside). Some space for the semen has to be left. With the help of a banana, the teacher will demonstrate putting on a condom and removing it. All students will have to repeat the teacher’s actions without damaging the condoms.
Nine-grade students can name the most common STDs in California (cognitive domain). The most reported STDs in California are gonorrhea and Chlamydia (190 and 552 cases per 100.000 people) (CDPH, 2018). The teacher will ask the class to guess the most common venereal diseases in the state and then present posters with statistical data to help students to check their knowledge. Handout materials with the warning signs of STDs will be disseminated.

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.

  1. Ability to remember/explain risk factors – measure the amount of time the group needs to recall all factors after the presentation.
  2. Ability to explain how condoms prevent STDs – ask questions and calculate the rate of detailed and correct answers.
  3. Ability to put on and remove condoms – the percentage of students who perform the task without breaking the condom.
  4. 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). 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.). Web.

U.S. Food and Drug Administration. (2018). Condoms and sexually transmitted diseases. Web.

World Health Organization. (n.d.). Web.

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1. IvyPanda. "Sexually Transmitted Diseases: Community Teaching Plan." September 14, 2021. https://ivypanda.com/essays/sexually-transmitted-diseases-community-teaching-plan/.


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IvyPanda. 2021. "Sexually Transmitted Diseases: Community Teaching Plan." September 14, 2021. https://ivypanda.com/essays/sexually-transmitted-diseases-community-teaching-plan/.

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IvyPanda. (2021) 'Sexually Transmitted Diseases: Community Teaching Plan'. 14 September.

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