Community Teaching Plan: Teaching Experience Paper
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Community Teaching Plan: Teaching Experience Paper
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Community Teaching Plan: Teaching Experience Paper
Sexually transmitted diseases (STDs) are infections transmitted from an infected individual through sexual contact to uninfected one. The Healthy People 2020 demonstrates that STDs represent more than 35 infectious organisms transmitted through sexual contact. There are different forms of STDs including human papillomavirus infection, gonorrhea human immunodeficiency virus (HIV)/ acquired immunodeficiency syndrome (AIDS), syphilis and chlamydia. The Centers for Disease Control and Prevention ([CDC], 2020) also shows that young adults and adolescents are responsible for a half of all new STD infections. For example, young people account for half of 20 million new STDs in the US annually. However, the spread of STD is correlated with behavioral, social and economic factors, which cause challenges in the prevention efforts (Healthy People, 2020). For instance, ethnic and racial disparities make the spread of STDs high among American Indian, Hispanic and African Americans than whites.
Community Teaching Plan: Teaching Experience Paper
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In addition, ethnicity in the US is linked to other determinants of health including low socioeconomic status and living in neighborhoods with high STD rates. As such, untreated STDs can result in adverse health problems. Shannon and Klaussner (2018) argue that while tertiary stage syphilis can damage cardiovascular system and nervous system, congenital syphilis can cause severe complications or infant death. Moreover, chlamydia, Neisseria gonorrhoeae (NG), and trichomonas vaginalis (TV) are linked to adverse birth defects and infertility. Specific, HPV strains can contribute to rectal, cervical or oropharyngeal cancer (Shannon & Klaussner, 2018). Therefore, prevention of STDs is an important primary intervention for enhancing reproductive health. The purpose of the paper is to provide a discussion about prevention of STDs among 9th and 12th graders in Woodbridge, Virginia. The paper will also provide a summary of a teaching plan, epidemiology rationale, evaluation of teaching experience, the community response to teaching and the area of strength and improvement for the individual at risk of STDs.
Community Teaching Plan: Teaching Experience Paper
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Summary of Teaching Plan
The teaching plan focused on educating the community about prevention of STDs to promote public health. Even though this activity was challenging, the teacher used PowerPoint presentation that allowed the teacher to engage with the participants and get feedback. Consequently, the PowerPoint presentation enabled the teacher to explain risk factors of STDs, prevention and get views from the audience. A total of 25 minutes was used to present. To get the audience attention, the teacher began with a short story about a close friend that has STD, questions from the audience and answers about prevention. Besides, the presentation heighted the risk factors of STDs, identifying symptoms, and a discussion of effects of STDs. I also discussed the importance of testing and how to get tested. At the end of the presentation, the teacher reinstated the importance of abstinence. Similarly, CDC (2020) demonstrates that abstinence is a reliable way to preventing the spread of STDs. Proper and consistent use of condoms and mutual monogamy are also prevention measures for reducing the transmission of STDs. Even though social and demographic factors are related to sexual risky behaviour, sex education programs are correlated to lower risk taking and reduced pregnancy rates (Ngoc Do et al., 2020). To wrap-up the presentation, each participant was given a condom and cucumber to practice proper condom use. A brief questionnaire was handed out for the participants to evaluate the presentation and the teacher.
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Epidemiological Rationale
STDs are a global health issue contributing to negative outcomes among youths. Specifically, CDC (2018) found that the prevalence and incidences of STDs was high among young people. Unlike adults, sexually-active teenagers are at risk of acquiring STDs due to biological and behavioral reasons. From a behavioral perspective, adolescents are likely to engage in high-risk sexual practices, including unprotected sex and concurrent partners. This is partially a result of prefrontal cortex that develops throughout adolescence (Shannon & Klaussner, 2018). Besides, adolescents are less likely to access and use sexual health services. These factors make this population vulnerable while lowering chances of diagnosis as well as treatment. Biologically, adolescent females are susceptible to STDs, particularly chlamydia and HPV because cervical ectopy and lower production of cervical mucous (CDC, 2019).
Community Teaching Plan: Teaching Experience Paper
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Research shows that risky sexual behavior among teenagers, especially having multiple partners, inconsistent use of condoms and unprotected sexual practices increase the spread of STDs and unintended pregnancies (Ngoc Do et al., 2020). For example, CDC (2020) indicates that by the time young people graduate from high school 38% have had sex, 46% do not use condoms and 21% use drugs or alcohol before sexual intercourse. Moreover, young people engage in sexual risk behavior, which increases the risk for new HIV diagnosis. For instance, about 21% of all HIV new diagnoses are prevalent in young people aged 13 to 24 years (CDC, 2020). Thus, the high prevalence of STDs among young people can be attributed to barriers accessing STD prevention and management services such as; lack of transportation, cost, long wait times, confidentiality issues, and embarrassment related to seeking STD services, and conflicting clinical hours and school schedules (CDC, 2019).
Community Teaching Plan: Teaching Experience Paper
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It is equally estimated that 1 in 4 sexually active young females has STDs, especially Chlamydia trachomatis (CT) infection and HPV (Shannon & Klaussner, 2018). Previous research also found that behavioral, demographic and social factors are linked to risky sexual behaviour among youths including substance use, interpersonal influence and family structure (Ngoc Do et al., 2020).
Evaluation of Teaching Experience
A PowerPoint presentation was used to teach the community about prevention of STDs. The presentation is clear, concise and took 25 minutes to present. The presentation was conducted in the School health center, Woodbridge, Virginia.. Necessary resources for the presentation, including chairs for the learners, projector, laptop computer, pens, condoms, paper and educational DVD were supplied. Furthermore, handouts with PowerPoint slides were available to help with any impairment issues. Handouts were also provided to the participants for future reference and share with friends and family members. The participants started arriving 10 minutes before the start of the presentation. They were welcomed into the hall, greeted and informed that the presentation would be casual and should feel free to ask questions. After welcoming participants, the teacher introduced the topic on prevention of STDs. The total participants were 20 with 8 males and 12 females.
To capture participants’ attention, the teacher asked, “what do you understand by STDs? What have you heard about STDs?” The responses were varied, ranging from well-informed and deficit of knowledge. This attempt was important in evaluating the participants and establishing which area to focus on during the presentation. During the presentation, a few questions were asked. At the end of the presentation, an interactive discussion was extended to refreshments. I passed my vote of thanks for the group and people that ensured the successful completion of the process.
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Community Response to Teaching
The community educational forum was successful as participants complimented the teacher and provided their overall experience. The objectives of the teaching plan were evaluated using questions asked at the end of the presentation. Therefore, I was able to meet the objectives of the educational presentation. The evaluation tool demonstrated that the participants felt they were provided with sufficient information and in a professional manner. The school health center’s hall was big and supplied the required resources to facilitate learning. Furthermore, the hall had all the tools that allowed an error free presentation. However, the challenge was that certain slides had small fonts and the room was cold. Additionally, there were concerns that the number of participants could be large to facilitate a broad range of questions. Regardless of these challenges, participants expressed interest in future educational forums.
Community Teaching Plan: Teaching Experience Paper
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Community members ranged from 14 to 17 years with females being dominant. The information discussed during this forum was to help the community recognize risk factors of STDs such as having multiple partners, no use of condoms and anonymous partners. The information also assists the participants about available protection and prevention of STDs. The education was also to expose participants to knowledge regarding STD risk factors and the route of transmission. Therefore, the purpose of the presentation was to inform the community about the importance of making the right choices to help them in preventing the spread of STDs.
Areas of Strengths and Areas of Improvement
Community Teaching Plan: Teaching Experience Paper
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There were several areas of strength noted in this presentation. For instance, communication between participants and the teacher was open and flowed well. Additionally, the PowerPoint presentation was informative such as it was concise, simple, clear and visually appealing to attract the participants’ attention. Corwin et al. (2018) also demonstrates that visual presentations increase engagement and learning. Again, the participants were impressed by the refreshment session, which acted as a platform for interaction among members. This attempt made members comfortable in asking questions. Nonetheless, there are some areas of improvement. In particular, this community teaching plan should have been organized earlier to get adequate feedback. Besides, announcing the event in local churches or posters in local malls could have attracted a large crowd.
Conclusion
Primary prevention and health promotion of STDs is important in the community to prevent long term health outcomes such as CT and HPV. Educating the community about preventing STDs will promote early diagnosis and treatment and improve health outcomes. Teaching people about STD prevention within the community is vital as it can reach many people. However, more educational forums are needed in schools, community centers, churches, clinics, or social media networks can be helpful. Teaching sexual-risky behavior in schools is necessary as the school environment is an important setting where students’ behavior is shaped. Schools are useful to prepare students socially and academically; they are also important in assisting young people be accountable of their health, adopt healthy attitudes and behavior.
References
Centers for Disease Control and Prevention. (2019).STDs in adolescents and young adults. CDC. https://www.cdc.gov/std/stats17/adolescents.htm
Centers for Disease Control and Prevention. (2020). Sexual risk behaviors can lead to HIV, STDs, and teen pregnancy. CDC. https://www.cdc.gov/healthyyouth/sexualbehaviors/index.htm
Centers for Disease Control and Prevention. (2020a). How you can prevent sexually transmitted diseases. CDC. https://www.cdc.gov/std/prevention/default.htm
Corwin, L. A., Prunuske, A., & Seidel, S. B. (2018). Scientific presenting: Using evidence-based classroom practices to deliver effective conference presentations. CBE—Life Sciences Education, 17(1). https://doi.10.1187/cbe.17-07-0146
Ngoc Do, H., Ngoc Nguyen, D., Quynh Thi Nguyen, H., Tuan Nguyen, A., Duy Nguyen, H., Phuong Bui, T.,Bich Thi Vu, T., ThanhLe, K., Nguyen, D., T.m Nguyen, C., T., Gia Vu, L., Thu Vu, G., Xuan Tran, B., Latkin, C., A., Ho, R., C.,M., & Ho, C., S., H. (2020). Patterns of risky sexual behaviors and associated factors among youths and adolescents in Vietnam. International Journal of Environmental Research and Public Health, 17(6), 1903. https://doi.10.3390/ijerph17061903
Shannon, C. L., & Klausner, J. D. (2018). The growing epidemic of sexually transmitted infections in adolescents: A neglected population. Current Opinion in Pediatrics, 30(1), 137. https://doi. 10.1097/MOP.0000000000000578
Community Teaching Plan: Teaching Experience Paper
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