Identification of Focus for Community Teaching
Prevention of Sexually Communicable Diseases
Epidemiological Rationale for Topic:
Many teenagers engage in sexual activities that are risky and with unpleasant outcomes. Statistics from the Center for Disease Control indicate as follows:
- Approximately 46 percent of teenagers are sexually active.
- About 39 percent engage in unprotected sex.
- 14 percent have multiple partners.
- Almost half of the STDs cases annually are among younger persons between the ages of 15 and 24 years.
Teaching Plan Criteria
Nursing Diagnosis:
The risk of acquiring sexually communicable diseases among teenagers is attributed “to a lack of knowledge or information on how to prevent diseases.”
Readiness for Learning:
- The manifestation of feelings that are sexual in nature.
- Teenagers being curious about their bodies’ sexuality.
- Teenagers asking questions regarding their bodies and sex.
- Teenagers having sexual relations with others.
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Goal:
STD-1: Reduce the proportion of adolescents and young adults with Chlamydia trachomatis infections
HP2020 intends to lower the number of females aged between 15 and 24 years of age infected with Chlamydia trachomatis and attending family planning clinics. The CDC recognizes that about half of the 20,000,000 STD cases annually are from young persons, especially those within the 15 – 24 age brackets. Most of the STDs can actually be prevented, but they still continue to be an in health problem in the USA.
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
Just as Alma Ata’s aims at eliminating global health disparities, so does HP2020 recognize that the same health disparities are present in the USA. HP2020 also recognizes that transmission of STDs is “influenced by behavioral, economic, and social factors.”
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
| Behavioral Objective and Domain | Content
| Strategies/Methods
|
| Teenagers will understand that having multiple sexual partners increases the risks of infection. | · STDs are acquired when one gets sexually involved with an infected person. · By having sex with someone with multiple partners, one is essentially getting sexually involved with all the people that the person has ever had sex with. | Teenagers will be showed how STDs are transmitted from one person to another in a simulated transmission. |
| Teenagers will name STDs that they know, their symptoms, and how they can be prevented.
| A PowerPoint presentation accompanied by a lecture will identify common STDs, how they are transmitted, their signs, how they can be prevented or cured. | The teenagers will, at the end of the lecture, be put in groups. They will then ask themselves true/false and fact/fiction questions regarding the lecture. The team with the most correct answers will be the winner. |
| Teenagers will try to define abstinence and then list refusal and abstinence skills that they can employ when they are being pressured into having sex. | · Abstinence can be said to be the avoidance of sexual activities that involve genital to skin contact, genital to genital contact, and fluid exchange. It is the most effective way of avoiding the contraction of STDs. · Refusal Skills: – Firmly saying NO repeatedly – Avoiding situations that are tempting – Changing the subject – Walking away | Teenagers will be engaged in role-playing. They will identify situations that could pressure them into having sex and suggest refusal skills they could employ. |
| Demonstrating how to use a condom
| Inspection: – Ensuring it is sealed in a packet. – Confirming date of expiry Placement: – Using one condom at a time – Only water-based lubricants should be used. Removal: – Used condoms should be disposed of carefully.
| A video demonstrating condom inspection, usage, and disposal will be shown to teenagers. |
Creativity:
- Visual effects used to explain transmission theory
- The learners will act out the abstinence scenarios to create real-life practices.
- The video that demonstrated how to use a condom enabled learners to learn without memorization.
- The teacher’s role was reversed by the PowerPoint presentation when the teenagers got involved in the game.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
- Questionnaires – How effective were visual effects in teaching the spread of sexually communicable diseases? Was the demonstration of simulated transmission effective?
- Tests – these will try to measure the learners’ knowledge of STDs before and after the training to see if they gained anything.
- Open dialogue – I will let the forum be open when teaching the learners about abstinence because the topic can be uncomfortable for some teenagers. I will gauge its effectiveness using feedback that I get from the open discussions
- Assessments on condom usage – learners will be asked questing about condom usage before the demonstration video (pre-assessment). Questions will also be asked after the assessment to see if they will respond differently (post-assessment).
Planned Evaluation of Goal:
- The school nurse and counselor will be interviewed at the end of each academic year.
- From the counselors, I will need to know if they received any students that needed guidance
- From the nurses, I will need to know if any students sought any medical assistance related to treatment or prevention.
- A visit to the local clinics will also help me know the number of learners from my school that sought help there.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
Anonymous evaluation tools (questionnaires) will be provided to the learners who will require them to evaluate the teacher’s effectiveness. The questions in the evaluation tools will be open to the learners, meaning that they will be free to answer them using their own words. Sample questions in the tools will be as follows:
- Was the presentation effective?
- Based on the materials presented, how would you rate the knowledge of the instructor on the subject?
- How effective were the demonstrations used during the presentation?
- Were your expectations met?
- How useful or relevant is the information used during the presentation?
Barriers:
- Embarrassment – I will assure the learners that there is no reason to be embarrassed because the topic is an inevitable path that all must go through.
- Disorderly students – the nature of the topic under discussion may lead to some immature outbursts. I will try as much as possible to control the disruptive ones; I may even send them away from class if they refuse to cooperate.
- Language – considering the ages of the learners, I will be forced to speak slowly and use basic terms.
Therapeutic Communication
At the onset of the lesson, I will introduce the topic and demonstrate to the learners how they can contract STDs. One of the learners will be excluded from the demonstration. I will ask the learners to try and interact with one another and know each other. They will each shake hands with more than one person. Using the shaking of hands, I will explain to the learners why the student who did not shake hands with others remains uninfected. This kind of demonstration highlights the importance of abstinence in the prevention of infections. Towards the end of the class, the learners will be shown a video to demonstrate the importance of prevention using things like condoms. Videos with children suffering from STIs will also be shown to the students to convince them further.