Epidemiological Rationale for Topic (statistics related to topic): Teenagers engage in sexual risk behaviors that have untoward health outcomes. The statistical data provided from the CDC is alarming: * 46% had ever had sexual intercourse 34% had had sexual intercourse during the previous 3 months, and, of these * 39% did not use a condom the last time they had sex 77% did not use birth control pills or Depo-Provera to prevent pregnancy the last time they had sex * 14% had had sex with four or more people during their life * An estimated 8,300 young people aged 1324 years in the 40 states reporting to CDC had HIV infection in 2009 * Nearly half of the 19 million new STDs each year are among young people aged 1524 years Nursing Diagnosis: Risk of STD infection related to lack of knowledge of STD prevention as evidenced by teenager sexual behavior. 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 express:
Sexual feelings toward the opposite/same sex.
Curiosity about their sexual bodies.
Asking questions about sex and their bodies.
Actively engaged in sexual relations with others.
Learning Theory to Be Utilized: Explain how the theory will be applied. According to Vygotsky, the Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior (Learning-Theories.com). As the author and presenter, I truly believe that teenagers biggest influences in their lives are their peers. I will use demonstrations and activities that encourage interaction, in hopes that the teens will in essence learn from one another. MTV and Facebook are very much engrained in the culture of adolescents; I believe using these examples in my presentation are representative of teens social behaviors, and in turn will steer them toward understanding the content of the proposal.
Goal: Healthy People 2010 (HP2010) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2010 objective (use at least one objective from one of the 24 focus areas). If an HP2010 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2010 goals. Taken from Healthy People2020 list of objectives and statistical data/rationale, which can be found at: http://www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=37 STD1: Reduce the proportion of adolescents and young adults with Chlamydia trachomatis infections. * In 2008, 7.4 percent of females aged 15 to 24 years who attended family planning clinics in the past 12 months tested positive for Chlamydia trachomatis infections. * In 2008, 7.0 percent of males aged 24 years and under who enrolled in a National Job Training Program in the past 12 months tested positive for Chlamydia trachomatis infections. STD6: Reduce gonorrhea rates.
257 new cases per 100,000 population.
285 new cases of gonorrhea per 100,000 females aged 15 to 44 years were reported in 2008.
220 new cases of gonorrhea per 100,000 males aged 15 to 44 years were reported in 2008. STD7: Reduce sustained domestic transmission of primary and secondary syphilis.
1.5 new cases of primary and secondary syphilis per 100,000 females were reported in 2008
7.6 new cases of primary and secondary syphilis per 100,000 males were reported in 2008 STD9: (Developmental) Reduce the proportion of females with human papillomavirus (HPV) infection. STD10: Reduce the proportion of young adults with genital herpes infection due to herpes simplex type 2. * 10.5 percent of young adults tested positive for herpes simplex virus type 2 in 2005-2008. How Does This HP2010 Objective Relate to Alma Atas Health for All Global Initiatives (See page 116 in the textbook)? The Healthy People 2020 objectives are similar to the Alma Atas Global Iniatives which include combat HIV/AIDS, prevention and control endemic diseases, and immunization against infectious diseases. The Alma Atas Global Iniatives main goal is to eliminate health disparities worldwide. Healthy People 2020 recognizes that these same disparities exist in the U.S. In regards to STD transmission, HealthyPeople2020 recognizes that transmission is directly affected by social, economic, and behavioral factors. Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective
and Domain | Content
(be specific) | Strategies/Methods(label and describe) |
1. Students will be able to identify the path of disease transmission in relation to multiple sexual partners. 1. STDs are transmitted through sexual contact with an infected person. Even though the student may have had unprotected sex with one person, the student is essence having sex with all the people their partner has had sex with. | 1. Introduction- In the beginning of the class, a demonstration will take place showing students how STD transmission can be passed from person to person via a simulated transmission. (See end of proposal for demonstration instructions. | 2. Students will be able to list the most common STDs, along with two signs and symptoms, and two methods of prevention.
2. Lecture and the PowerPoint presentation will consist of the most common STDs along with signs and symptoms, how they are acquired, treated, and prevented. (The data will be retrieved from the CDC.) | 2. After the lecture, the students will engage in an interactive piece. They will be divided into three teams; they will be given a list of facts based on the lecture.
They can in turn make the facts into fiction. They will then ask the opposing teams true/fact or false/fiction in regards to their statements. The team who answers the most correct wins. | 3. Students will be able to define abstinence and list 3 refusal skills. | 3. Abstinence is abstaining from sexual activity that involves the exchange of bodily fluids and/or genital to genital or skin to genital contact. Abstinence is the 100% way of avoiding a STD.The following are a list of refusal skills: Say NO in a strong, firm voice * Say NO repeatedly (broken record) * Use strong confident body language that says NO Make your decision known * Avoid tempting situations * Reverse the pressure * Change the subject * Suggest an alternative *
Leave the situation | 3. This lesson will consist of refusal skills listed on the board and discussed; then students will be put in groups of 2 or 3, they will be given a role play scenario card. They will identify the pressure line/situation and identify an appropriate refusal skill to use. They will role-play the situation for the rest of the class. | 4. Students will be able to identify proper inspection, proper technique when placing a condom on, and the proper way to dispose of a condom. | 4. Inspection: Use a new condom in a sealed packet. Check the expiration date on the packet. Check the condom to be sure it is not torn or old. * If not expired, open the packet carefully.Placement: * Use only one condom. Put the condom on after the penis is erect and before any sexual contact. Pinch the tip of the condom and fully unroll the condom down the entire shaft of the penis. * Use only water-based lubricants.Removal: * Throw it in a trash receptacle. |
4. Condom Use Demonstration Video will be used to demonstrate proper inspection, use, and discarding of condoms. | Creativity: How was creativity applied in the teaching methods/stategies? 1) The theory of transmission was explained through a visual affect. 2) The PowerPoint reversed the role of teacher when the students played the game 3) The abstinence role-play scenarios brought real life experiences to the classroom. 4) The video allowed students to learn material without details memorization. Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1) Questionnaire- Was the simulated transmission demonstration useful? Did the visual affect help in identifying the spread of STDs? 2) Pre-test and post-test- Identify the knowledge base students had about STDs prior to the lesson then afterwards to measure if they gained any knowledge. 3) Open dialogue- The abstinence lesson can be difficult for some students;
I would leave the forum open for discussion. Based upon the answers I receive I will try and gauge its effectiveness. 4) Pre-assessment and post-assessment of condom use- Prior to the video, I will ask the students how condoms should be placed and then after the video, ask them if there is anything they will do differently. * Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan. * At the end of the school year, I will interview the school counselors and the school nurse . I will ask the counselors if any of the students came to them for guidance and /or advice. I will ask the school nurse if any students had asked for medical advice in regards to prevention and treatment. * If I am a public health nurse, I will visit local STD clinics listed in the presentation and obtain statistical information related to how many students came from my high school and what grade level. I realize that HIPAA may limit my access to this information.
Planned Evaluation of Lesson and Teacher (Process Evaluation): * I will have the teens fill out an anonymous evaluation tool of the class and of the instructor. The questionnaire will consists of questions such as: * Did this course meet your expectations in the following areas: (answers would rank in numerical order 1) definitely no to 5) definitely yes) * How effective was the presentation?
How do you rate the instructors knowledge of the material presented? * How would you rate the demonstrations incorporated in the presentation? * Did the presentation meet your expectations?
How would you rate the relevance and usefulness of information given during the presentation? * How would you rate the instructors arrangement of the material in the presentation? * How would you rate the quality of the material presented? * I would leave feedback questions such as:
What was the most enjoyable part of the presentation?
What was the most boring part of the presentation?
How can this presentation be improved?
Then I would leave room for comments.
Barriers: What are potential barriers that may arise during teaching and how will those be handled? * Feelings of embarrassment: As the instructor, I will establish ground rules and will remind the students, that it is a natural inevitable road we all travel. * Disruptive students: Because of the nature of the topic, some students may have outbursts of an immature nature. I will redirect students to the lesson and if necessary remove the disruptive students. * Education Level and Possible Language Barriers: I will adjust teaching level based on the students education level; I may have to use basic terms and speak slowly. *
Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ? Introduction:
At the beginning of the teaching work plan, I will start off with a demonstration to introduce the topic and show how easy it is to contract a STD. Before the class enters the room, I will arrange for one student not to participate in the demonstration. I will tell students we are going to mingle and take some time to get to know everyone in the class. I will ask the students to get up from their desks and move next to students they do not know or not know very well. I will tell the students to introduce themselves and shake hands with at least 3 other people. I will them to meet at least one person from the other side of the room too.
As I am explaining this I will demonstrate by shaking hands with a couple of students. I will then instruct the students to return to their desks and sit down. When everyone is seated and done meeting each other, I will announce to the class that I just found out I have a (STD) disease that is spread through shaking hands with others. I will instruct the students that I shook hands with in the beginning of the class to stand up; then I have all those that shook hands with them stand up, and will continue with activity until all students are standing except the one that did not participate. I will tell the students that this is the same way STDs are spread. I will tell them when they have sex, you are not only exposing yourself to that one person but to everyone they have had sex with and so on. I will then ask the student who did not participate in the demonstration why they did not become infected. I will tell the class that abstinence is the only way to avoid contracting a STD. I will inform the students that a STD is transmitted every 10 seconds. Ending:
At the end of the class, I will reiterate the importance of how you can contract an STD without directly sleeping with the infected person. I will show a YouTube video highlighting the MTV Stayin Alive Campaign. The video MTV Staying Alive Campaign YouTube demonstrates a Facebook transmission of a virtual STD. I think that using these visual messages will hit home to young teens. In my general day to day dealing with adolescents through personal relationships and with work, I tend to think kids in general are visual learners. They have to see it, to believe it. I also think relating one of the biggest youth programming stations, (MTV) and Facebook makes for a smart appeal to youths.