Throughout this course, you have completed components of your Final Project. Initiating research to address a health issue as well as considering how to design, plan, and implement a health education program to address this health issue are important skills for a health educator. While in practice many of the considerations central to the needs of addressing a health issue in a population will not be so straightforward, your practical application of the concepts as they relate to health education will help prepare you for your current or future role as a health educator.
The Assignment: (5–6 pages)
- Briefly describe the health issue that you selected(An increase in Chlamydia infections among teens in the community). Include statistics and a detailed description of the problem your strategy/methodology will address.
- Explain how you would revise proposed health education strategies/methodologies based on Instructor feedback. Include evidence-based strategies/methodologies that can show the community you will be integrating a program that has been tested and implemented in other areas.
- Include revised implementation considerations and additional perspectives based on the data presented in the case study. Expand upon the statistics from the data provided in the case study to show you are setting up your program to meet the needs of the community.
- Describe how the areas of responsibility for health education practice will influence the strategies/methodologies that you would choose to implement. Include at least 2 areas of responsibility with examples.
Running head: Chlamydia
School-Based Behavioral Intervention for Prevention of Chlamydia
Danielle Curtis
Walden University
School-Based Behavioral Intervention for Prevention of Chlamydia
Sexually transmitted infections are significant health concerns in the United States, causing numerous health issues. A large percentage of diseases reported by the Centers for Disease Control and Prevention are sexually transmitted diseases such as chlamydia and gonorrhea. Chlamydia infections have been reported as the most common infections affecting teens residing in the United States. The Centers for Diseases Control and Prevention indicates that the country records about 4 million acute infections each year (Adderley-Kelly & Stephens, 2005). Sexually transmitted diseases are common, particularly among young individuals, with the United States reporting nearly 20 million new infections each year. About 50 percent of sexually transmitted infections are in persons aged between 15 years and 24 years (CDC, 2014). In light of this, school-based behavioral intervention programs are suitable for educating teenagers about the causes, implications, and prevention of Chlamydia.
Reasons for Using School-Based Health Education
There is no doubt that several approaches have been used to reduce teenagers’ from contracting diseases from sexual intercourse. They include services offered in youth centers such as condom distribution, the establishment of teenage friendly health centers that promote prevention methods, school-based healthcare services, and preventive education in learning institutions. School-based health education is the appropriate approach for addressing the increasing rate of Chlamydia among teenagers in Vista County because it is not only the most inclusive but also comprehensive approach compared to the other interventions. Sani, Abraham, Denford, and Ball (2016) indicate that school-based health education programs are the most effective amongst teens who are adequately educated and provided with the appropriate resources. Mavedzenge, Luecke, and Ross (2014) found substantial evidence for the effectiveness of school-based health education programs concerning various sexually transmitted infection-related outcomes from assessments across the world and recommended for full implementations of such interventions. Picot et al. (2012) found that school-based health education programs for the prevention of sexually transmitted infections in adolescents and young adults can result in increased self-efficacy as well as knowledge improvements. The decision has been arrived at based on the fact Vista County has three high schools and four middle schools that serve at least 33 percent of its school-aged population. These institutions provide suitable avenues for promoting Chlamydia awareness and prevention programs.
Role of School-Based Sexual Health Educators
School-based sexual health educators should work toward ensuring that every high, middle, as well as elementary school in Vista County, develops and maintains comprehensive and well-coordinated sexual health programs. The Institute of Medicine defines a comprehensive school health program as an integrated set of planned, sequential, school-affiliated strategies, activities, and services (Marya, 2011, p. 241) to promote optimal physical, emotional, and educational, as well as social development of learners. The local community needs to determine the program, resources, requirements, plus standards, and not only incorporate but also support family requirements. Coordinated by a multi-disciplinary team, the program must be accountable to the local community for quality as well as effectiveness (2011).
School-based sexual health educators should, therefore, ensure that schools develop health programs that focus on priority behaviors affecting health and learning, act as a basis of support for every teenager, and appraise, protect as well as promote health. The program should also provide multiple interventions for preventing Chlamydia, value coordinated approach and oversight activities, and offer systematic program planning. Moreover, a health educator should ensure that a school-based program promotes ongoing staff development and active student involvement.
References
Adderley-Kelly, B., & Stephens, E. M. (2005). Chlamydia: A major health threat to adolescents and young adults. ABNF Journal, 16(3), 52-55.
Centers for Disease Control and Prevention. (2014). CDC fact sheet: Information for teens and young adults: Staying healthy and preventing STDs. Retrieved from https://www.cdc.gov/std/life-stages-populations/stdfact-teens.htm
Marya, C. M. (2011). A textbook of public health dentistry. New Delhi, India: JP Medical Ltd.
Mavedzenge, S. N., Luecke, E., & Ross, D. A. (2014). Effective approaches for programming to reduce adolescent vulnerability to HIV infection, HIV risk, and HIV-related morbidity and mortality: A systematic review of systematic reviews. JAIDS Journal of Acquired Immune Deficiency Syndromes, 66, 154-169.
Picot, J., Shepherd, J., Kavanagh, J., Cooper, K., Harden, A., Barnett-Page, E., … & Frampton, G. K. (2012). Behavioral interventions for the prevention of sexually transmitted infections in young people aged 13–19 years: A systematic review. Health Education Research, 27(3), 495-512.
Sani, A. S., Abraham, C., Denford, S., & Ball, S. (2016). School-based sexual health education interventions to prevent STI/HIV in sub-Saharan Africa: a systematic review and meta-analysis. BMC Public Health, 16(1069),1-26.
4/16/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261967_1&course_id=undefin… 1/2
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor
linked a rubric to this item and made it available to you. Select Grid View or List View to
change the rubric’s layout.
Excellent Above Average Average Fair
Writing
Quality
10 (20.00%)
10 (20.00%) – 10
(20.00%)
Demonstrated
correct
spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) – 9
(18.00%)
Occasional
minor spelling,
grammar, or
sentence
structure errors
BUT
Statements
normally
requiring
references or
citations were
always validated
with the source
7 (14.00%) –
7 (14.00%)
Occasional
minor
spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source
6 (12.00%) –
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure
errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the
source
Content
Completeness
and
Relevance
20 (40.00%) – 20
(40.00%)
Content included
all of the required
components as
19
(38.00%)
16 (32.00%) – 19
(38 00%)
14 (28.00%) –
15 (30.00%)
Some minor
content was
missing
12 (24.00%) –
13 (26.00%)
Some major
content
items were
Name: HLTH_6110_Week8_Final_Project_Component4_Rubric EXIT
Grid View List View
4/16/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261967_1&course_id=undefin… 2/2
Excellent Above Average Average Fair
p
per the
assignment
instructions and
was very relevant
to the topic
(38.00%)
Content
included all
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
g
OR
Content was
not always
fully
relevant to
the topic
missing
OR
Content was
often
irrelevant to
the topic or
too vague
Critical
Application
20 (40.00%) – 20
(40.00%)
Explanations were
analytical, and
insightful
AND
Connections were
clearly made
between ideas
and how they
were or could be
applied
19
(38.00%)
16 (32.00%) – 19
(38.00%)
All or most
explanations
were
analytical,
and
insightful
AND
Connections
were almost
always
made
between
ideas and
how they
were or
could be
applied
14 (28.00%) –
15 (30.00%)
Some
analysis or
some
insight of
the topic
was present
BUT
Connections
were not
always
made
between
ideas and
how they
were or
could be
applied
12 (24.00%) –
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR
of goals and
motivations
Raw Total: 48.00 (of 50)
Name:HLTH_6110_Week8_Final_Project_Component4_Rubric
EXIT
4/15/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261962_1&course_id=undefin… 1/2
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor
linked a rubric to this item and made it available to you. Select Grid View or List View to
change the rubric’s layout.
Excellent Above Average Average Fair
Writing
Quality
10 (20.00%)
10 (20.00%) – 10
(20.00%)
Demonstrated
correct
spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) – 9
(18.00%)
Occasional
minor spelling,
grammar, or
sentence
structure errors
BUT
Statements
normally
requiring
references or
citations were
always validated
with the source
7 (14.00%) –
7 (14.00%)
Occasional
minor
spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source
6 (12.00%) –
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure
errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the
source
Content
Completeness
and
Relevance
20 (40.00%) – 20
(40.00%)
Content included
all of the required
components as
19
(38.00%)
16 (32.00%) – 19
(38 00%)
14 (28.00%) –
15 (30.00%)
Some minor
content was
missing
12 (24.00%) –
13 (26.00%)
Some major
content
items were
Name: HLTH_6110_Week6_Final_Project_Component3_Rubric EXIT
Grid View List View
4/15/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261962_1&course_id=undefin… 2/2
Excellent Above Average Average Fair
p
per the
assignment
instructions and
was very relevant
to the topic
(38.00%)
Content
included all
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
g
OR
Content was
not always
fully
relevant to
the topic
missing
OR
Content was
often
irrelevant to
the topic or
too vague
Critical
Application
20 (40.00%) – 20
(40.00%)
Explanations were
analytical, and
insightful
AND
Connections were
clearly made
between ideas
and how they
were or could be
applied
19
(38.00%)
16 (32.00%) – 19
(38.00%)
All or most
explanations
were
analytical,
and
insightful
AND
Connections
were almost
always
made
between
ideas and
how they
were or
could be
applied
14 (28.00%) –
15 (30.00%)
Some
analysis or
some
insight of
the topic
was present
BUT
Connections
were not
always
made
between
ideas and
how they
were or
could be
applied
12 (24.00%) –
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR
of goals and
motivations
Raw Total: 48.00 (of 50)
Name:HLTH_6110_Week6_Final_Project_Component3_Rubric
EXIT
Budget Worksheet
Directions: Complete the budget worksheet with an accounting of the types of costs associated with the implementation of your health education program. For example, if you are doing field work, will you require the purchase of a laptop, or of external data drives to store your data collection? Use realistic monetary totals for each respective criterion that you will need in the implementation of your health education program.
Note: Not all line items will be relevant to every health education program and you are to complete this worksheet with a maximum budget of $100,000.00 dollars as a cap for your health education program.
Health Education Program:
Start-Up Costs
Subtotal
Total
Capital Costs
Purchase of Land
3 acres @ $ 2500/acre
$7,500
Facility Construction
600 sq. ft. @ $ 40 /sq. ft.
$24,000
Facility Renovation
400 sq. ft. @ $ 10 /sq. ft.
$4000
Equipment (capital):
1. Two Desktop Computers
$1,000
2. Internet Infrastructure
$300
3. Speakers and Microphone
$650
4. Projector
$1,000
5. Teaching Resources
&500
6. Stationary
$100
Total Equipment
$3,550
Other Start-Up Costs
Facility Design
$2,500
Furnishings:
1. Desks
$2,000
2. Office Chairs
$5,000
3. Shelves
$450
4. Reception counter
$500
5. Chairs for attendants
$3,000
Total Furnishings
$10,950
Needs Assessment
$2,500
Marketing Analysis
$3,000
Legal Assistance
$5,000
Licenses/Permits
$7,500
Materials Development
$1,500
Staff Training
$2,000
Other:
1. Salaries
$
20,000
2. Testing kits
$
10,000
3. Office Supplies
$
20,000
4.
$
5.
$
Total Other
$124,000
Operating Costs
Subtotal
Total
Staff Salaries and Wages:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Staff Salaries and Wages
$
Fringe Benefits
% x Salaries & Wages
$
Consultants/External Contractors:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Consultants/External Contractors
$
Facilities:
Facilities Leasing
$
Utilities
$
Facilities Maintenance
$
Total Facilities
$
Non-Capital Equipment — Purchased:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Non-Capital Equipment — Purchased
$
Non-Capital Equipment — Rental:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Non-Capital Equipment — Rental
$
Equipment Maintenance
$
Subtotal
Total
Office Supplies
$
Other Supplies
1.
$
2.
$
3.
$
4.
$
5.
$
Total Other Supplies
$
Communications (telephone, e-mail, website, etc.)
$
Printing/Copying
$
Advertising/Promotion
$
Program Materials/Resources
1.
$
2.
$
3.
$
4.
$
5.
$
Total Program Materials/Resources
$
Transportation
$
Travel
$
Staff Training/Development
$
Other:
1.
$
2.
$
3.
$
4.
$
5.
$
Total Other
$
Subtotal $
Total $
TOTAL COST (Start-Up + Operating)
$
INCOME:
Income Sources:
1.
$
2.
$
3.
$
4.
$
5.
$
TOTAL INCOME
$
© 2014 Laureate Education, Inc. Page of
Personnel Worksheet
Directions: List the personnel required for the implementation of your health education program. Create a brief job description for each respective job role and identify the qualifications needed to fill this job role. Note that volunteers, when necessary, should also be included.
Note: Be sure to include the salary associated with these job roles and then match the salaries identified in the budget worksheet. Not all respective rows for each job role will need to be completed. Only identify the personnel needed for your specific health education program.
Job Role
Job Description
Qualifications
Salary
Public Health Nurse
The public health nurse is a professional whose main role is to assess the health issues affecting the community. The nurse will work with the community and the community education team to plan and implement health promotion activities including the community education program.
Associate’s Degree or Bachelor’s Degree in Nursing.
State accreditation as a public health nurse.
4,000
Community Health Worker
The role of the community health worker is linking the health care team to the vulnerable members of the community that would benefit from the education program. This role will enable the program to be beneficial to the target audience.
Bachelor’s degree in social work
Good communication skills
Effective team working skills.
4,000
Physician Health Officer
The physician’s role in this program is to provide care for the community members who may need it after attending the education program.
Degree in Medicine
Good interpersonal skills
5,000
Administrator
To handle the administrative work of the education program such as keeping records of the people who attend the program and referring people who may need help after the program.
At least a high school diploma
Computer skills
$2,500
Volunteer (social media)
To handle the social media marketing of the program.
At least high school diploma
Must be technology savvy
Good interpersonal skills
$1,500
Volunteer (Usher)
To guide the attendants of the education program when they visit the facility.
At least a high school diploma
Must have good communication skills.
$1,500
Volunteer
The role of the extra volunteer will be determined based on the needs of the education program as it is being implemented.
At least a high school diploma is needed
Must have good communication skills
$1,500
© 2014 Laureate Education, Inc. Page of
Congratulations! You have been hired by the Vista County Health Department as their new health educator. This county has never had a health educator and is only minimally staffed with three public health nurses, a sanitarian, two community health workers and a physician health officer who all occupy the small public health department to which you are assigned. Your resources are limited as this is a relatively poor county economically. Your public health department is located along the Pacific coast in the southern part of the state. The county has an overall population of approximately 100,000 with the main population center located in the port city of Point Mar. Point Mar has a population of 37,500 while the other five towns in the county have populations ranging from 2,000 to 9,300 and, in addition, there are scattered pockets of people living in many unincorporated areas of the county who are involved in a variety of economic pursuits. The principle sources of income for Vista County are derived from agriculture, commercial shipping, fishing, tourism, and small to medium businesses. The population of Vista County is 43% Caucasian, 33% Hispanic, 12% Asian/Pacific Islander, 10% African American, and 2% American Indian. There has been a recent influx of Southeast Asians into Point Mar and there is a regular Latino migrant farm worker population employed in the County’s agricultural areas. In general, the road systems are adequate to connect all the towns in the county. The distances between towns range from 8–20 miles and all towns and most outlying areas have telephone, electricity, sanitation, and water services. In addition, there are two major newspapers, three radio stations, and one cable television station serving the county. Of these, one newspaper, one radio station, and the cable TV station are located in Point Mar. There are three high schools, four middle schools, and five elementary schools in the county with one-third of the children in the county being bussed into these schools. There are three hospitals in the county with two of these (Vista County Hospital and San Sebastian Regional Medical Center) located in Point Mar. There are also ambulance services, fire and police services, and other governmental agencies serving the entire county. Based on your needs assessment you have identified five potential health issues in the Point Mar community. These include: An increase in Chlamydia infections among teens in the community
TPBWorksheet
Directions: Apply your specific identified health issue from the Point Mar Case Study to the constructs below. Fill in each construct box as appropriate by typing in the text boxes. Then, provide your written summary on the template.
*Persuasive communication about condoms
Condoms were recommended to teens to prevent the transmission and spreading of chlamydia. Teens presented a positive attitude towards condom usage in hopes of preventing pregnancy and decrease the amount of teens contracting sexually transmitted diseases.
A significant number of teens stated that the use of condoms was a priority to them however, some teens had a different opinion about the importance of condom use.
*Positive Intention to use condoms
Out of the teens that were educated on the importance of condom usage 81% stated that they would use them as a preventative measure.
*A small percentage of teens do not like condoms
Some of the teens admitted that they did not use condoms on a regular basis.
*More teens are aware of the effort it takes to reduce the transmission of chlamydia
Though there was a small percentage of teens who stated condoms use was uncomfortable for them there were a large number of teens that vowed to use condoms.
Summary:
After completing this activity, the importance of health educators has become more evident. Chlamydia is a sexually transmitted disease that does not receive the proper amount of attention, which is the reason that more teens are contracting the disease and encountering more severe health problems (Adderly-Kelly, 2005). After starting various programs within the community and analyzing the results, health educators realize that there is still more work that needs to be done to convince teens how important it is to practice safe sex. One of the analyses from the program is that teens who are not adequately educated or provided with the proper resources are still unaware of the importance of condoms. On the other hand, 81% of teens who were educated on how to prevent the transmission and spread of chlamydia and other sexually transmitted diseases stated that they would use condoms as a preventative measure (Asare, 2010). Though health educators are making a positive impact on teens to help prevent teen pregnancy as well as the spread of sexually transmitted diseases, there are still teens who are suffering in silence.
Theoretical applications are critical as it applies to reduce or to eliminate sexually transmitted diseases because it allows health educators to analyze and exercise the various stages. The contemplation stage is acknowledging that teens are contracting sexually transmitted diseases, which causes health educators to gather a plan that will eliminate the spread of sexually transmitted diseases. In the preparation stage, health educators need to find a program or method that will educate as many teens as possible to reduce the percentage of teens who are affected. The action stage is crucial because it gives teens and health educators that opportunity to see how well the plan or program is working so that they can address any issues that may arise and make changes as necessary. Finally, the maintenance stage gives health educators and students the statistics from before and after the program started to give them an idea of how successful the program is as it applies to keep teens free from having children at a young age or contracting sexually transmitted diseases. The ultimate goal is to ensure that health educators are passionate about their job and ability to help reduce the spread of sexually transmitted diseases as well as ensuring teens can lead a healthy life.
Reference
Asare M, Sharma M. Using the theory of planned behavior to predict of safer sexual behavior among Ghanaian immigrant in a Midwestern city. International Quarterly of Community Health Education. 2010;30(4):321–35.
Chlamydia: A Major Health Threat to Adolescents and Young Adults. Adderley-Kelly, Beatrice; Stephens, Eva M. ABNF Journal. May/Jun2005, Vol. 16 Issue 3, p52-55. 4p. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=16&sid=0c3f45e5-adc9-4e90-989c-ffaabc741070%40pdc-v-sessmgr01
© 2014 Laureate Education, Inc. Page of
Point Mar Case Study
Walden University
Point Mar is a small, low-income population that is struggling to combat life-threatening illnesses and diseases such as Chlamydia. Due to the lack of funding Point Mar is challenged to operate in hospitals and health departments with a limited amount of staff. Though the Point Mar health department has hired a new health educator assisting with combatting chlamydia in teens has been a constant battle. Chlamydia trachomatis is a sexually transmitted disease that is prominent in teens and young adults that reside in low-income areas (Hitti, 2005). This sexually transmitted disease is caused by bacteria and can be contracted through unprotected sex with an infected person (Centers for Disease Control and Prevention, 2014). As a health educator, it is imperative to educate teens on sexually transmitted diseases, ways to prevent sexually transmitted diseases, and the available resources. The reason is that it will decrease the number of teens contracting the disease as well as preventing sterilization and other complications that occur when chlamydia is left untreated.
In an attempt to decrease the number of infected teens, it is vital to create an effective health education program. As a health educator, it would be beneficial to collaborate with local schools to set up programs such as the STD Community Intervention Program (SCIP) (City of Santa Cruz, 2020). The reason is that the program will educate teens on sexually transmitted diseases such as chlamydia to identify the issue, where the breakdown in information or resources occur and reduce the number of teens suffering from the disease. Though the SCIP program is currently only implemented in California, it is ideal to begin a program such as this in other states to raise awareness and prevent the spread of sexually transmitted diseases.
When addressing the Point Mar Case study on chlamydia, it is imperative to gather information from peer-reviewed literature. The peer-reviewed literature and data-based resources that will be utilized for this project are as follows:
Missed opportunities for early detection of chlamydia and gonorrhea in school-based health centers. Nsuami, Malanda; Taylor, Stephanie N.; Sanders, Ladatra S.; Martin, David H.. SEXUALLY TRANSMITTED DISEASES; DEC 2006; 33; 12; p703-p70
. Retrieved from https://journals.lww.com/stdjournal/Fulltext/2006/12000/Missed_Opportunities_for_Early_Detection_of.3.aspx
Health disparity by neighbourhood income. Lemstra M; Neudorf C; Opondo J, Canadian Journal Of Public Health = Revue Canadienne De Sante Publique [Can J Public Health], ISSN: 0008-4263, 2006 Nov-Dec; Vol. 97 (6), pp. 435-9; Publisher: Springer Nature; PMID: 17203720. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=18&sid=0c3f45e5-adc9-4e90-989c-ffaabc741070%40pdc-v-sessmgr01
Chlamydia: A Major Health Threat to Adolescents and Young Adults. Adderley-Kelly, Beatrice; Stephens, Eva M. ABNF Journal. May/Jun2005, Vol. 16 Issue 3, p52-55. 4p. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=16&sid=0c3f45e5-adc9-4e90-989c-ffaabc741070%40pdc-v-sessmgr01
Geographic Mapping Demonstrates The Association Between Social Inequality, Teen Births And STDS Among Youth. Hardwick, Deborah; Patychuk, Dianne. Canadian Journal of Human Sexuality. Summer99, Vol. 8 Issue 2, p77. 14p. 4. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=0c3f45e5-adc9-4e90-989c-ffaabc741070%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2607715&db=a9h
CDC Fact Sheet: Information for Teens and Young Adults: Staying Healthy and Preventing STDs. Retrieved from https://www.cdc.gov/std/life-stages-populations/stdfact-teens.htm
Conclusion
Eliminating chlamydia in teens will be a team effort between health educators, medical professionals, schools, and persons within the community. Though it will take much work decreasing or eliminating sexually transmitted diseases is imperative so that teens can live a happy, healthy life.
References
Centers for Disease Control and Prevention (2014). Chlamydia CDC Fact Sheet. Retrieved from
https://www.cdc.gov/std/chlamydia/stdfact-chlamydia.htm
County of Santa Cruz (2020). STD Community Interventions Program (SCIP). Retrieved from
http://www.santacruzhealth.org/HSAHome/HSADivisions/PublicHealth/CommunityHealthEducation/STDCommunityInterventionsProgram(SCIP).aspx
Hitti, Maranda (2005). Chlamydia Most Common in Teens, Young Adults. Retrieved from
https://www.webmd.com/sexual-conditions/news/20050713/chlamydia-most-common-in-teens-young-adults#1
4/15/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261949_1&course_id=undefin… 1/2
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor
linked a rubric to this item and made it available to you. Select Grid View or List View to
change the rubric’s layout.
Excellent Above
Average
Average Fair Poo
Writing
Quality
10 (20.00%) –
10 (20.00%)
Demonstrated
correct
spelling,
proper
grammar, and
sentence
structure
AND
Statements
normally
requiring
references or
citations were
always
validated with
the source
8 (16.00%) – 9
(18.00%)
Occasional
minor
spelling,
grammar, or
sentence
structure
errors
BUT
Statements
normally
requiring
references
or citations
were always
validated
with the
source
7 (14.00%) –
7 (14.00%)
Occasional
minor
spelling,
grammar,
or sentence
structure
errors
AND
Most, but
not all,
statements
normally
requiring
references
or citations
were
validated
with the
source
6 (12.00%) –
6 (12.00%)
Frequent
spelling,
grammar,
or sentence
structure
errors
AND/OR
Statements
normally
requiring
references
or citations
were not
always
validated
with the
source
0 (0
(10
Reg
of s
gra
or
str
err
sta
nor
req
ref
or
we
val
wit
sou
Content
Completeness
and
Relevance
20 (40.00%) –
20 (40.00%)
Content
included all of
16 (32.00%) –
19 (38.00%)
Content
included all
14 (28.00%) –
15 (30.00%)
Some minor
content was
12 (24.00%) –
13 (26.00%)
Some major
content
0 (0
11
Mu
con
Name: HLTH_6110_Week2_Final_Project_Component1_Rubric EXIT
Grid View List View
4/15/2020 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_21261949_1&course_id=undefin… 2/2
Excellent Above
Average
Average Fair Poo
the required
components
as per the
assignment
instructions
and was very
relevant to the
topic
of the
required
components
as per the
assignment
instructions
and was
usually
relevant to
the topic
missing
OR
Content was
not always
fully
relevant to
the topic
items were
missing
OR
Content was
often
irrelevant to
the topic or
too vague
item
mis
OR
Co
wa
top
ver
Critical
Application
20 (40.00%) –
20 (40.00%)
Explanations
were
analytical, and
insightful
AND
Connections
were clearly
made
between ideas
and how they
were or could
be applied
16 (32.00%) –
19 (38.00%)
All or most
explanations
were
analytical,
and
insightful
AND
Connections
were almost
always
made
between
ideas and
how they
were or
could be
applied
14 (28.00%) –
15 (30.00%)
Some
analysis or
some
insight of
the topic
was present
BUT
Connections
were not
always
made
between
ideas and
how they
were or
could be
applied
12 (24.00%) –
13 (26.00%)
Little
analysis or
limited
insight of
the topic
was present
AND/OR
Connections
were not
often made
between
content and
applicability
AND/OR
of goals and
motivations
0 (0
11
No
or
the
wa
AN
No
con
ma
app
wa
Feedback to Learner
Name:HLTH_6110_Week2_Final_Project_Component1_Rubric EXIT
Throughout this course, you have completed components of your Final Project. Initiating research to address a health issue as well as considering how to design, plan, and implement a health education program to address this health issue are important skills for a health educator. While in practice many of the considerations central to the needs of addressing a health issue in a population will not be so straightforward, your practical application of the concepts as they relate to health education will help prepare you for your current or future role as a health educator.
The Assignment: (5–6 pages)
· Briefly describe the health issue that you selected(An increase in Chlamydia infections among teens in the community). Include statistics and a detailed description of the problem your strategy/methodology will address.
· Explain how you would revise proposed health education strategies/methodologies based on Instructor feedback. Include evidence-based strategies/methodologies that can show the community you will be integrating a program that has been tested and implemented in other areas.
· Include revised implementation considerations and additional perspectives based on the data presented in the case study. Expand upon the statistics from the data provided in the case study to show you are setting up your program to meet the needs of the community.
· Describe how the areas of responsibility for health education practice will influence the strategies/methodologies that you would choose to implement. Include at least 2 areas of responsibility with examples.