Statistics and Prevention of Gonorrhea and Chlamedia in New Mexico Essay
Statistics and Prevention of Gonorrhea and Chlamedia in New Mexico
There are a plethora of sexually transmitted diseases that exist in our society today. Two of the most well-known and highly contractible STIs are Gonorrhea and Chlamydia. These STIs are especially prevalent among people ages15-19. Because this age group encompasses high school students, and as nurses and thusly teachers, we find it necessary to impart what information we can about these infections to high school students. Therefore, our teaching project encompasses the topics of Gonorrhea and Chlamydia.
The client population that we will be teaching is high school students. People of this age group are generally 15-19 years of age. Here in New Mexico, the population is predominately White and Hispanic. However, there is a wide range of ethnicities in the state, so we will be sure to be culturally sensitive in broaching our topics. High school students are motivated to learn about sex and topics revolving around sex because they are experiencing puberty and the increasing desire to have sex. Whether the students are sexually active now or not, it will benefit them to know about infectious diseases associated with having sex and how to protect themselves.
While trying to impart information about sex and related factors to high school students, there will be many obstacles and barriers to overcome. Students of this age range are still learning how to be comfortable in their own skin, let alone be comfortable with talking about sex. Inevitably we would have to deal with and work around the students laughing, making jokes, and talking to one another. To make the students as comfortable as possible, we would put ourselves on their level from the start of our presentation. We would do this by using appropriate humor and language appropriate to the age group.
Assessment of the Learning Needed
We will assess our audience’s learning need by asking them questions such as:
* “Does anyone know what Chlamydia is?”
* “Does anyone know what Gonorrhea is?”
* “Has anyone here ever known anyone who’s had either of these infections? If so, what happened?”
* “Can both guys and girls get these infections?”
* “If you contract one of these infections, do you know what that looks like, or what any of the symptoms are?”
* “If you think you might have Chlamydia or Gonorrhea, do you know where to get tested?”
* “If you think you might have Chlamydia or Gonorrhea, do you know how the infection is treated?”
Primary nursing diagnosis:
* Deficient knowledge related to lack of exposure and embarrassment about the topic, shame, and fear as evidenced by multiple questions and inappropriate or exaggerated behaviors.
Students will verbalize the methods of transmission, symptoms, prevention, and treatment of Chlamydia and Gonorrhea. This will be demonstrated by students answering several questions on each topic that will be posed to the class. Students will demonstrate knowledge of the situations in which it is important to get tested for STI’s, where they can get tested, what services are available to them, and what their rights are as teenagers. This knowledge will be demonstrated by students answering several questions on each topic that will be posed to the class, and by open ended discussion with the students.
Students will demonstrate understanding of the importance of using STI prevention methods such as abstinence and use of condoms. This knowledge will be demonstrated through an open-ended discussion, guided by the instructors, in which the students will logically draw their own conclusions of the importance of the use of prevention methods based on the information provided in the lecture. Students will also be able to demonstrate proper condom use. This knowledge will be demonstrated by the students applying a condom over a banana.
This lesson will be conducted in a classroom setting at a High School. There are many variables in the environment that might have an impact on client learning. For example, students may have no knowledge of sex or the subsequent topics to be discussed, and feel embarrassed, which may make them laugh or make jokes about the subject matter.
Student’s religious beliefs may conflict with the discussion of the topic. They may feel that the topic should be reserved for speaking about with their parents only or, perhaps in the church. If there are students that do know about Gonorrhea and Chlamydia, they may be judged negatively by their peers as being overly sexually active. The students with prior knowledge of the subject matter may falsely be viewed by their peers as having contracted these diseases in the past. In order for the environment to be maximally conducive to learning we would take these measures: * Ask the primary teacher to leave the room.
* Let the students know that what we are about to discuss may be uncomfortable or embarrassing, but that the environment which we have created is a “safe environment” and that it is important to be appropriate. * Let the students know that what they say will not leave the room. * Use appropriately informal language while still maintaining credibility. * Use appropriate humor.
Teaching Plan Content
Teaching Plan Outline:
We will be educating high school students on the topic of Gonorrhea and Chlamydia. The flow of our presentation will be as follows:
* Defining Gonorrhea
* Transmission Process
* Signs and Symptoms
* Complications if left untreated
* What information and help is available
* How to prevent Gonorrhea
To aid in the process of education, we will be using instructional materials such as, an interesting and engaging power point presentation, informational brochures, instructional videos, posters from a local clinic, pictures of the effects of the STIs, and demonstration of correct condom application. Using these instructional materials will help to reinforce our learning outcomes by ensuring the students have a complete and well-rounded knowledge base of Gonorrhea and Chlamydia.
Evaluation of Client Learning
There are three orders of business that we will conduct in evaluating client learning. Firstly, we will hand out an evaluation tool comprised of three sections. The first section will be a matching question with 6-8 pieces of information we had discussed during the teaching section. The second section will be five stars, of which the students can circle as many as they wish to reflect how well they think we did overall. The third section will be an area for the students to leave any additional comments they have for us. Secondly, we will have the students verbalize what they have learned by asking them questions based on the information provided in the teaching session. For example, “Where would you go to be tested if you feel you may have contracted Gonorrhea or Chlamydia?” Thirdly, we will pass out bananas and condoms to each student in the class. They will then demonstrate how to correctly apply a condom.
New Mexico Department of Health, Epidemiology and Response Division. (2012, January 6). Indicator Report – New Mexico Population Demographics: Race/Ethnicity. Retrieved November 12, 2012, from NM-IBIS — New Mexico’s Public Health Data Resource: http://ibis.health.state.nm.us/indicator/view/NMPopDemoRacEth.NM.html “Chlamydia Reduce Your Risk.” Publications for Schools, Organizations, Businesses, & AgenciesChanning Bete Company Booklets, Folders, Handbooks, Presentations, Workbooks, & Prevention Programs. (1997, January 20). Chlamydia Reduce Your Risk. Retrieved November 12, 2012, from Chlamydia Reduce Your Risk. Publications for Schools, Organizations, Businesses, & Agencies 1997. Web. 23 July 2011. <http://www.channing-bete.com>. : http://www.channing-bete.com Bridges, D. M. (• Bridges, Debbie, MD. “Chlamydia in Women/Men: Symptoms, Treatments.” WebMD – Better Information. Better Health. 12 Mar. 2010. Web. 23 July 2011. <http://www.webmd.com/sexual-conditions/guide/chlamydia?prin.>., March 12). Chlamydia in Women/Men: Symptoms, Treatments. Retrieved November 7, 2010, from WebMD – Better Information. Better Health: http://www.webmd.com/sexual-conditions/guide/chlamydia?prin Date, W. K. (2010). Gonococcal infection in the newborn. Retrieved November 16, 2012, from Wolters Kluwer Health: Up to Date : http://www.uptodate.com/contents/gonococcal-infection-in-the-newborn Elaine N. Marieb, R. P. (2012). Anatomy & Physiology.
Hygene, N. Y. (2012, July 6). Sexually Transmitted Diseases. Retrieved November 15, 2012, from New York City Department of Health and Mental Hygene: http://www.nyc.gov/html/doh/html/std/std4.shtml Lance Lloyd’s Clean N Safe Website. (n.d.). Claean N Safe, Chlamedia and Gonorrhea Facts. Retrieved November 14, 2012, from Clean N Safe: http://www.clean-n-safe.com
Lewis, S. L., Dirksen, S. R., Hietkemper, M. M., Bucher, L. R., & Camea, I. M. (2011). Meducal Surgical Nursing. St. Louis, Missouri: Elsevier. Linda Gorgos, M. D.-C., & Smelser, C. (2012, August 20). New Mexico Department of Health. Retrieved November 9, 2012, from Bacterial Sexually Transmitted Diseases in New Mexico: http://www.health.state.nm.us/erd/healthdata Prevention, C. f. (March, 25 2011). STD Facts – Chlamydia . Retrieved November 12, 2012, from Centers for Disease Control and Prevention: http://www.cdc.gov/std/chlamydia/stdfact-chlamydia.htm SafeintheCityVideo. (2008, June 3). How to Use a Condom. Retrieved November 16, 2012, from youtube: http://www.youtube.com/watch?v=tcpfZKvOFZ4
Subject: Human sexuality,
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 9 January 2017
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