Infection, Risk for Sexually Transmitted Diseases: Teaching Plan

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Planning Before Teaching

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
4 weeks
Location of Teaching:
Microsoft Teams Online Conference
Supplies, Material, Equipment Needed:
Internet connection, Laptop, and Microsoft Power Point
Estimated Cost:
$1000
Community and Target Aggregate:
Young people, students, and teenagers
Topic: Primary Prevention of STDs

Identification of Focus for Community Teaching (Topic Selection)

The selected topic is the primary prevention of sexually transmitted diseases through sexual education. Primary prevention focuses on eliminating the chance of occurrence of the problem beforehand, which means that these measures are designed for people who do not have STDs but at risk of getting them. Therefore, the community teaching work needs to be focused on younger individuals who are about to or at the early stage of their sexual lives.

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Epidemiological Rationale for Topic (Statistics Related to Topic)

Sexually transmitted diseases are the major healthcare issue in the United States and the world in general. It is stated that: “Although youth aged 15 to 24 years make up just more than one-quarter of the sexually active population, they account for half of the 20 million new STDs in the United States each year” (Sieving et al., 2019, p. 207). In other words, the most vulnerable individuals are the younger segment of the population.

Teaching Plan Criteria

Nursing Diagnosis

Infection, Risk for Sexually Transmitted Diseases (STD)

Major interventions will be based on the fact that there is a need for teaching sexuality, teaching safe sex, and infection protection.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

The readiness for learning factors is manifested in physical changes, such as puberty, and psychological alterations, which can be observed in an increased interest in sex and its safety aspects.

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Learning Theory to Be Utilized: Explain how the theory will be applied.

The learning theory will be based on active change and correction of sexual behavior management and behavior modification. In other words, the suggested interventions will revolve around applying these theories through self-responsibility facilitation, health education, anticipatory guidance, active listening, and health system guidance (“Nursing diagnosis: Infection, risk for,” 2019).

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 – Reduce the proportion of adolescents and young adults with Chlamydia trachomatis infections
  • STD-6 – Reduce gonorrhea rates
  • STD-7 – Reduce sustained domestic transmission of primary and secondary syphilis
  • STD-9 – (Developmental) Reduce the proportion of females with human papillomavirus (HPV) infection

The given objectives are aligned with the key goal of the given community teaching work, which is a primary prevention of STDs. They all outline and identify the major STDs, such as chlamydia, gonorrhea, syphilis, and human papillomavirus or HPV (“Sexually transmitted diseases,” 2020).

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How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

The HP2020 Objectives related to Alma Ata’s Health for All Global Initiatives, such as a Declaration I, which advocates for health and well-being being a fundamental right of all people (“Declaration of Alma-Ata,” 1978). It states that health “is a fundamental human right and that the attainment of the highest possible level of health is a most important world-wide social goal whose realization requires the action of many other social and economic sectors in addition to the health sector” (“Declaration of Alma-Ata,” 1978, p. 1). In other words, the teaching plan’s goals and HP2020 objectives are in accordance with Alma Ata’s Health for All Global Initiatives.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods

Behavioral Objective
and Domain

Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)
Content
(be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. Students will name one sexual protection choice among various currently available options. 1. There are a number of contraceptives, such as… 1. Interactive presentation will be provided alongside the step-by-step explanation of categorizations
2. Students will name four main forms of STDs, and list their symptoms and complications. 2. The four main types of STDs are … 2. Interactive presentation will be provided, which will explain how each STD type is transmitted, what symptoms are common, and what health complications they cause.
3. Students will rate various contraceptives in accordance with their effectiveness against STDs. 3. The most effective contraceptives against STDs are … 3. Interactive presentation will be provided, which will explain how each contraceptive protects a person from STDs.
4. Students will name non-contraceptive methods of avoiding STDs. 4. The non-contraceptive methods of avoiding STDs are… 4. Students will present their ideas about the subject with subsequent explanation from the instructor.

Creativity: How was creativity applied in the teaching methods/strategies?

Creativity was applied in actively involving students in the discussion, where they share their intuitive thinking, which later gets modified by the teacher.

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

  1. Knowledge of sexual protection options – test
  2. Knowledge of main STDs – online quiz
  3. Knowledge of contraceptives effective against STDs, in contrast to pregnancy prevention – small individual presentation
  4. Knowledge of non-contraceptive methods against STDs – oral examination

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

The overall effectiveness of the teaching plan will be measured by using the mean and median of the test and examination scores for all four subjects, where both values higher than 80% will be considered a success.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

The teacher and lesson will be evaluated on the overall integration of the specified theories and learning techniques, and student engagement will be one of the most important evaluative elements.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

The potential barrier is a perceived taboo of the subject, which will be overcome through the use of entertainment and humor in order to ease the tension among the students.

Therapeutic Communication

Communicate therapeutically with patients

I will begin the presentation by using scare tactics, where statistical facts will be shown in regards to a commonality of STDs. In order to induce active listening, I will ask for their opinions on various issues before delivering the correct answer. I applied active listening by restructuring the direction of teaching, where students hypothesize about the proper measures first. The presentation will be concluded by summarizing the key points and conducting Q&A session with no restrictions on question types. I will utilize body language in order to communicate dominance and confidence of my knowledge on the subject.

References

Declaration of Alma-Ata. (1978). Web.

Nursing diagnosis: Infection, risk for. (2019). Web.

Sexually transmitted diseases. (2020). Web.

Sieving, R. E., Gewirtz O’Brien, J. R., Saftner, M. A., & Argo, T. A. (2019). Sexually transmitted diseases among US adolescents and young adults. Nursing Clinics of North America, 54(2), 207-225. Web.

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ChalkyPapers. (2022, July 21). Infection, Risk for Sexually Transmitted Diseases: Teaching Plan. Retrieved from https://chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/

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ChalkyPapers. (2022, July 21). Infection, Risk for Sexually Transmitted Diseases: Teaching Plan. https://chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/

Work Cited

"Infection, Risk for Sexually Transmitted Diseases: Teaching Plan." ChalkyPapers, 21 July 2022, chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/.

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ChalkyPapers. (2022) 'Infection, Risk for Sexually Transmitted Diseases: Teaching Plan'. 21 July.

References

ChalkyPapers. 2022. "Infection, Risk for Sexually Transmitted Diseases: Teaching Plan." July 21, 2022. https://chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/.

1. ChalkyPapers. "Infection, Risk for Sexually Transmitted Diseases: Teaching Plan." July 21, 2022. https://chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/.


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ChalkyPapers. "Infection, Risk for Sexually Transmitted Diseases: Teaching Plan." July 21, 2022. https://chalkypapers.com/infection-risk-for-sexually-transmitted-diseases-teaching-plan/.