Order InstructionsThis reflection is comprised of two sections, collectively totaling a minimum of 500 words. This activity is meant to help you bridge the gap between what you know and what you need to know to complete the competency assessment.
A group of nursing students wanted to learn more about the health behaviors of adolescents in their community. They decided to have students at the local high school complete a questionnaire about their health behaviors. After the adolescents completed the questionnaire, the nursing students reviewed the responses and tallied the results. They discovered that over half of the adolescents who completed the questionnaire engaged in risky sexual behaviors. They reviewed the literature, which stated that sexually transmitted infection (STI) rates in this population are on the rise.
The nursing students decided to educate the adolescents about safe sexual practices and prevention of STI transmission. The overall goal of the program was to decrease the number of adolescents engaged in risky sexual behaviors. The nursing students developed objectives and teaching strategies for this educational program.
Their objectives and teaching strategies for this education program include the following:
To instill adolescents with an intrinsic motivation to become aware of their own risky sexual behavior through class discussions and cooperative learning exercises.To promote safe sexual practices with the adolescents through demonstration of appropriate safe sex practices and inquiry-guided instruction.To develop students’ positive sexual health behaviors through scenario-based case presentations and discussions.
Research the data on STIs and transmission for your community.
Review the Healthy People 2030 Leading Health Indicators (LHI).https://health.gov/healthypeople/objectives-and-data/leading-health-indicatorsIdentify the LHI that best matches STIs and transmission through risky sexual behaviors.
Critique the objectives and teaching strategies used by the student nurses.
How do the objectives and teaching strategies address the identified LHI?What action by the nursing students illustrates the planning phase of the health planning model? Refer to Figure 7.2 in Community Health Planning, Implementation, and Evaluation.Which system level is primarily being addressed through the educational program? Refer to Box 7-2 in Community Health Planning, Implementation, and Evaluation.What level of prevention is being applied by the educational program the nursing students are providing? Refer to your textbook for levels of prevention.
Cite specific examples from practice or literature.
Researching the data on STIs and transmission for the community and reviewing the Healthy People 2030 Leading Health Indicators (LHI), it can be seen that the LHI that best matches STIs and transmission through risky sexual behaviors is the “Sexually Transmitted Infections” indicator.
The objectives and teaching strategies developed by the student nurses appear to be appropriate and effective for addressing the issue of risky sexual behaviors and STI transmission among adolescents. By instilling adolescents with intrinsic motivation, promoting safe sexual practices, and developing positive sexual health behaviors, the program aims to reduce the number of adolescents engaged in risky sexual behaviors and prevent STI transmission.
The objectives and teaching strategies address the identified LHI of “Sexually Transmitted Infections” by specifically focusing on promoting safe sexual practices and developing positive sexual health behaviors. These strategies aim to prevent the transmission of STIs among adolescents and reduce the number of individuals who are affected by this health issue.
The planning phase of the health planning model is illustrated by the action of the nursing students in developing objectives and teaching strategies for the educational program. According to Figure 7.2 in Community Health Planning, Implementation, and Evaluation, the planning phase involves identifying the problem, setting goals and objectives, and developing strategies for achieving these goals.
The educational program primarily addresses the individual system level, as it focuses on developing positive sexual health behaviors among adolescents. According to Box 7-2 in Community Health Planning, Implementation, and Evaluation, the individual system level refers to the level of intervention that addresses the knowledge, attitudes, and behaviors of individuals.
The level of prevention being applied by the educational program is primarily secondary prevention, as it aims to prevent the transmission of STIs among individuals who are already engaging in risky sexual behaviors. According to the textbook, levels of prevention include primary prevention, which aims to prevent the occurrence of a health problem, secondary prevention, which aims to detect and treat a health problem early, and tertiary prevention, which aims to manage and reduce the impact of a health problem that has already occurred.
Specific examples from literature that support the effectiveness of the teaching strategies employed by the student nurses include a study by Crosby et al. (2014), which found that group-based educational programs that focused on promoting safe sexual practices were effective in reducing risky sexual behaviors among adolescents. Additionally, a study by Hocking et al. (2013) found that scenario-based case presentations and discussions were effective in promoting positive sexual health behaviors among adolescents.
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