Prevention of Sexually Transmitted Diseases
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Prevention of Sexually Transmitted Diseases
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
- Environmental Issues
- Primary Prevention/Health Promotion
- Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
Location of Teaching: Brattleboro
Boys and girls club windham county Brattleboro
Supplies, Material, Equipment Needed:
A projector, Laptop computer, screen Condoms, Pens, Paper and Index Cards.
Estimated Cost: No cost attached
The school will be providing the projector and the screen and I will be using my personal computer
Community and Target Aggregate:
Prevention of Sexually Transmitted Diseases.
Identification of Focus for Community Teaching (Topic Selection):
Sexually Transmitted Diseases and its prevention
Epidemiological Rationale for Topic (Statistics Related to Topic):
Teenagers always get involved in sexual risk behaviors that end up having bad health outcomes. According to CDC , about 40% of teenagers and early adolescent is having sexual intercourse,10% is having more than 3 sexual partners,46 % does not use condom when having sexual intercourse while 14 % of them does not use other means of preventing pregnancy.
The CDC also reports that whereas sexually transmitted diseases (STDs) affect individuals of all ages; STDs take a particularly adverse effect on young people. Youths between the ages of 15-24 contributes a little over one-quarter of the sexually active population, but they are responsible for about 20 million of new sexually transmitted infections that happens in the US every year. (Carmona-Gutierrez,Kainz,& Madeo, 2016)
Knowledge deficit related to the prevention of STD among teenagers evidenced by increase in the incidence of STD among the teenagers in the country
Readiness for Learning: There are various factors that indicate the readiness of the teenagers to learn which include;
- Concerns on the sexual relations with peers.
- Questions regarding the sexual aspect of their bodies.
- The teenagers asking many questions as regards sexually transmitted disease.
Learning Theory to Be Utilized: Explain how the theory will be applied.
Vygotsky’s theory of social development explains that social interaction aids in social development and socialization and social behavior of an individual leads to social consciousness and cognition (David, 2014). Vygotsky believe that the lives of most teenagers are greatly influenced by their peers’ experiences.
Based on the same belief I will use social media like Facebook and Instagram which have entrenched most of the teenagers’ culture so as to facilitate deeper understanding.
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.
STD-1: HP2020 objectives include: Reducing the proportion of adolescents and young adults infected with Chlamydia trachomatis infections. According to Lewis and White (2017), 7.4 percent of females between the ages of 15 and 24 that visited the family planning clinics in the past one year were positive for Chlamydia trachomatis infections in 2008. Also, 12.8% of
In 2017, a total of 1,708,569 chlamydial infections were reported to CDC in 50 states and the District of Columbia. This case count corresponds to a rate of 528.8 cases per 100,000 population ( Lewis & White,2017).
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives
HP2020 having the reduction of STDs as one of its objectives, is in line with the main provision of the Alma Ata’s initiative which points to eradicating health disparities in the world. HP2020 recognizes the contribution of social interaction and behavior in contribution to the spread of STDs.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
Behavioral Objective and Domain Content Strategies/Methods 1. The students identify the path for STD transmission with regard to sexual partner networks. 1. Transmission of STDs only occurs when sexual contact is made with an infected person. Regardless of the fact that one may have unprotected sex with only a specific person, it projects to having sexual contact with all the other parties that have had sex with the partner. 1. In the introductory part, the students will see a demonstration of what is a sexual network which will, in turn, illustrate how one can contract an STD from a partner with multiple sexual partners. 2. Students will have the ability to list prevalent STDs alongside their signs, symptoms, and prevention. 2. The treatment, prevention, symptoms, and signs of the most common STDs will be in the PowerPoint Presentation. 2. After the presentation, students will be allowed to settle into groups which will be the basis of the discussion made up of opposing groups which compete to win by answering the most questions of the other group correctly. 3. Students will be able to explain what abstinence is and clearly state their refusal skills. 3. The definition of abstinence together with the refusal skills will be contained in the lecture and in the PowerPoint Presentation. 3. Volunteers among the students will be chosen so as to act a scene in which the refusal skills are required so as to gauge the degree of understanding the skills. 4. Students will be able to demonstrate proper use of the condom and how to handle it before use. 4. The presentation will capture the Dos and DONTS of using the condom, the inspection procedure before use, how to put it on, and how to remove it and dispose of after proper use. 4. A video will be used to demonstrate the details on condom use for both male and female condoms.
Creativity: How was creativity applied in the teaching methods/strategies?
- The use of a video to demonstrate procedure promoted the capture of details by the students.
- The use of role play in the refusal situation helped demonstrate applicability.
Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.
- Planning evaluation will be used by a medium of the questionnaire before the plan to determine how much the teens are aware of the topic.
- Formative Evaluation will be done during the lesson to track whether the learners are grasping the teachings.
- Summative evaluation will be done after the lesson to get how much the lesson would have impacted the teenagers and their knowledge about STDs transmission and prevention.
Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process Evaluation):
This will be done by use of a questionnaire to be filled by the teens and the question will include: (They shall be responded to by use of a scale of 1 to 5)
- How elaborate was the teacher?
- How effective was the class?
- How friendly was the teacher?
- How active and captivating was the class?
Barriers: What are potential barriers that may arise during teaching and how will those be handled?
- Disruptive learners: some learners may be noisemakers or may move frequently up and down. This will be countered by the use of brief breaks to discontinue the monotony.
- Embarrassment of some shy students. The students will be informed that the topic is a natural and inevitable part of which has to be brought in a light for clarity and avoidance of future problems.
4.2 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?
In order to therapeutically communicate to the learners, I will introduce myself and the topic to be discussed. I will distribute a questionnaire to have base line knowledge of the participants after which I will play a brief introductory video about the topic which will be in form of a scene that depicts what is an STD and how easily it can be acquired by an individual with multiple sexual partners who create a network.
The use of questions during the session will be essential to maintain the attentiveness of the students. I will maintain eye contact so as to keep updated on the feeling of the audience and to note any concern from the learners. At the end of the teaching I will entertain a question and answer session to clear up any gray areas.
Most essential nonverbal cues that I will employ include facial expression, gestures, and demonstrations so as to paint the image of the topic in question into the learner’s mind.
David, L. (2014) “Social Development Theory (Vygotsky),” in Learning Theories, Retrieved from , https://www.learning-theories.com/vygotskys-social-learning-theory.html.
Healthypeople.gov. 2016. Healthy People 2020 Objectives. Retrieved from
Lewis, J., & White, P. J. (2017). Estimating Local Chlamydia Incidence and Prevalence Using Surveillance Data. Epidemiology (Cambridge, Mass.), 28(4), 492–502. doi:10.1097/EDE.0000000000000655
Carmona-Gutierrez, D., Kainz, K., & Madeo, F. (2016). Sexually transmitted infections: old foes on the rise. Microbial cell (Graz, Austria), 3(9), 361–362. doi:10.15698/mic2016.09.522
Sexual Risk Behaviors Can Lead to HIV, STDs, & Teen Pregnancy | Adolescent and School Health | CDC. (2019). Retrieved 24 July 2019, from https://www.cdc.gov/healthyyouth/sexual behaviors/index.htm
© 2019. Grand Canyon University. All Rights Reserved.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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