Introduction
One of the objectives of Healthy People 2020 is to improve the availability and effectiveness of community education programs that are focused on the prevention of disease and improvement of population health. As a health educator, it is my goal to help people in the community through the promotion of healthy habits and behavior. This can be achieved through carefully tailored public health education that is culturally appropriate and focuses on an important health issue in the community. This paper is a summary and reflection of my personal teaching experience for the prevention of sexually transmitted diseases.
Summary of Teaching Plan
The topic selection for the project is sexually transmitted diseases (STDs). The teaching plan is aimed towards younger segments of the population. By using the Social Development Theory in the teaching process, I sought to encompass young people to concentrate on social interactions and communications, which are an inherent part of their sexual behaviors. The goal of the teaching is to develop behavioral objectives in several domains. These include fundamental knowledge about each disease, transmission patterns, defining the concept of abstinence, and understanding of effective protection methods. The teaching plan encompasses activities including demonstration, teamwork, discussion, and educational videos.
The lesson begins with basic definitions of STDs, their epidemiology, and infection sites. The next topic is a transmission which emphasizes the primary methods of acquiring the infection, a theme that is instrumental in STD prevention. Statistics are provided for the most commonly occurring STDs to demonstrate their prevalence in the population. Other methods of transmission including mother-to-child and via sharing needles are covered as well to prevent other unhealthy behaviors as well. General STD statistics are provided in regard to public health and an increasing number of cases. Finally, a discussion on factors that lead to unwanted pregnancies and STDs is discussed to promote healthy sexual behavior and proper protective measures.
Epidemiological Rationale for the Topic
The United States as a country and Florida as a state are currently experiencing significant issues in public health regarding sexual behaviors and STDs. Approximately a third of high school adolescents are engaging in sexual risk behaviors which can have unintended outcomes. One of these is HIV/AIDS that has increased to levels of an epidemic. In 2015, more than 39,000 people were diagnosed in the United States, with 4,849 in Florida and 1 in 7 people lacking knowledge about the infection (Centers for Disease Control and Prevention, 2015). STDs are a major concern as syphilis, chlamydia, and gonorrhea continue to increase, particularly in Florida. The state has rates of 10.5 per 100,000 for syphilis and 458.8 per 100,000 for chlamydia, ranking it in the top ten for the prevalence of STDs (Gross, 2017).
It is estimated that over 20 million new STD infections occur annually, with the majority affecting the population segment aged 15 to 24 (Office of Disease Prevention and Health Promotion, 2018). It has become a prevalent and impactful public health issue in the United States, causing the healthcare system $16 billion annually. Nevertheless, the issue is rarely addressed beyond insignificant promotions and limited in scope education, unrecognized by the public or policymakers. However, STDs can have costly and irreversible clinical complications, and it is important to engage in preventive care through competently developed educational initiatives.
Evaluation of the Teaching Experience
Self-evaluation of teaching is critical as it allows a teacher to conscientiously criticize their own teaching strategies, techniques, and style. Teacher evaluation is necessary for improvement and consideration of various aspects of the lesson plan or teaching process. My personal perspective on the context is that the lesson went well, but not as smoothly or informative as it could have been. The overall lack of experience and nervousness on my part caused minor disruptions during the lesson.
There were moments when I felt that the information was too boring or unnecessary, leading to a loss of engagement from students. An introduction of more and better visual aids could have been helpful. Furthermore, it was necessary to achieve a balance between informative and guiding in order to achieve the primary objectives of STD transmission prevention. Overall, I felt that I struggled with emotions of fear and embarrassment in my teaching experience.
Community Response to Teaching
The community response to the teaching was generally positive. There was significant support for parents as well as educational institutions which all sought to promote healthy sexual behavior and awareness in young adults. There was an evident engagement in lesson-planned activities and discussions, fostering communication amongst all relevant stakeholders. There was also evidence of reciprocity as a manner of respect was established between myself and the students.
Involvement and communication led to relevant discussions of STDs in the community and a range of sexual health behaviors. I believe that the lesson helped significantly in the public dissemination of evidence-based information which may lead to proper habits and awareness in younger segments of the population. Finally, the response to teaching is for the community to find their voice. It is a community that is not defined by extremely high rates of STD morbidity and mortality, but one which diverse and competently caring for its population health.
Areas of Strength and Improvement
Sex education, even from a health-related perspective such as STDs, is a highly sensitive and complex subject. Various tactics ranging from fear to misinformation are used, and these methods are ineffective in combatting increasing STD prevalence rates. I attempted to use effective and evidence-based methods of teaching in my lesson, with the purpose to create meaningful change and connecting to the students. Instead of technicalities, I focused on important concepts which are easier to remember and can shape beliefs and future behaviors. I avoided any fear factors but sought to explain the prevalence of the condition from a public health perspective, appealing with hard facts rather than emotional manipulation.
Generally, I attempted to maintain a positive attitude, especially towards uncomfortable topics such as the use of condoms. However, I felt that prevention was an area where I needed more improvement. It is recommended to focus on prevention and testing rather than symptoms since many STDs have no initial visual exemplifications (Sigel, 2016). Furthermore, I failed to provide adequate resources for students to learn more information or seek STD testing locally. Implementing these changes can help me build a stronger lesson going forward.
Conclusion
Overall, the teaching process was a valuable and eye-opening experience. As a health educator, one is aware of the prevalence and destructive nature of diseases in the community, especially those as common as STDs. However, convincing others to adapt this knowledge and methods into practical, real-world behavior presents its unique challenges. By evaluating the teaching plan and experience, I hope to continue improving for the purpose of creating meaningful change in the community.
References
Centers for Disease Control and Prevention. (2015). Florida – State health profile. Web.
Gross, L. (2017). STDs at record high across US, Florida ranked in top 10 states. WFLA News. Web.
Office of Disease Prevention and Health Promotion. (2018). Sexually transmitted diseases. Web.
Sigel, C. (2016). Say it with research: 4 ways to deliver effective STD messaging for youth. Web.