Capstone Part I: PICOT Assignment
Ernesto Cisneros Florida National University
MSN Capstone Project-DBX-DL01 Dr. Carmen Lazo
July 7, 2024
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Sexually transmitted infections (STIs) are a substantial public health concern, particularly among 13-19-year-olds. STIs disproportionately affect this group due to changing sexual habits, insufficient sex education, and uneven access to prevention methods. Only 25% of sexually active Americans are 15-24 years old, yet they account for half of new STI diagnoses (CDC, 2020). Adolescent STI prevention and management need targeted therapy. The project’s objective is to investigate how public STI prevention resources impact on knowledge and attitudes of teens. The study will establish whether promoting testing, condoms and education access promotes STI prevention. The research evaluates the knowledge and attitudes of teens towards safer sexual activities in a bid to ascertain that preventive practices decrease the cases of STI infection. The measures used are STI knowledge, and self-efficacy
in conducting safer sex practices. This study informs health practice and policy to reduce STIs in young people and improves population health and quality of life for this vulnerable age group.
STI knowledge will be assessed through standardized questionnaires covering transmission, symptoms, and prevention. Self-efficacy in safer sex practices will be evaluated using validated scales assessing confidence in negotiating condom use, discussing STI history with partners, and resisting pressure for unprotected sex. Pre- and post-intervention surveys will quantify changes in these measures.
PICOT Question
In adolescents aged 13-19 years (P), how does access to publicly available STI prevention resources (I) compared to limited access (C) influence knowledge and attitudes towards STI prevention (O) over an 8-week period (T)?
Vulnerable Population
STIs are at a high frequency within the 13-19-year-old category due to many reasons, including socioeconomic circumstantial determinants of health that affect their behavior and access to care. One’s class, education, and culture have much to do with the possibility of acquiring an STI. Low-income teenagers may not be able to access appropriate knowledge for comprehensive sex education and prevention if they are inferior, uninsured, or out of work. This limitation can encourage deception and unsafe sexual practices, thereby heightening the risks of acquiring STIs (Walensky, 2021).
Sexuality and STI norms in culture and society may potentially raise risk. Sexual health is stigmatized in many communities, leading in inadequate knowledge and avoidance of preventive treatment. This cultural climate makes it tougher for teens to make informed sexual health decisions and get STI prevention. For instance, Hispanic and African American teens are more affected by STIs than Caucasian teenagers (CDC, 2020).
Risk factors for STI prevention in adolescents include early sexual debut, inconsistent condom use, having many sexual partners, and drug use. Considering the exposure and poor prevention, teenagers engaged in such activities are more likely to develop STIs. Idaperéa Monteiro et al. (2023) describe how inadequate parental supervision, peer influence, and media exposure to risky behaviors may increase these risks, proving the impact of social and behavioral determinants of adolescent sexual health.
These are issues that require interventions addressing socioeconomic determinants of health that predispose an adolescent to STI acquisition. For this reason, a healthcare provider may help an adolescent make informed decisions in matters concerning their sexual health by participating in activities reducing socioeconomic disparities, funding relevant, culturally appropriate education, and enhancing access to convenient and private care. This is of great importance for the decrease of STIs among teenagers and the promotion of healthy, diverse populations.
Literature Review
Recent peer-reviewed research shows several effective STI prevention techniques for teenagers. Cannovo et al. (2024) stress the need for culturally sensitive and accessible sexual
health care and thorough STI education for adolescents and young adults. Their Macerata, Italy, Any research from US?research reveals that STI tests using swabs and blood are effective across age groups and genders. Based on demographics and global comparisons, this approach diagnoses prevalent STIs and offers prevention. Gogineni et al. (2021) stress STI screening and treatment for U.S. teens. The MyVoice countrywide survey found that most teenagers and young adults are willing to discuss STI care with their partners. It’s possible to prioritize juvenile STI destigmatization.
Budiarti et al. (2024) points out that Indonesian teenagers’ STD Any research on US teenagers?prevention knowledge, attitudes, and behaviors are linked. Their correlational study demonstrates that comprehensive sexual health education increases teens’ STD awareness and prevention. This emphasizes the necessity for sexual conduct education. These findings imply that teenagers should get information, accessible testing, and culturally appropriate STI prevention. Community-based outreach, school-based health education, and STI testing in routine healthcare have decreased STI prevalence and improved long-term sexual health outcomes for adolescents globally.
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Proposal
Education, resources, and community engagement are key to STI prevention for teens, according to research. Using existing infrastructure, the effort will target schools I don’t recommend you target schools as it requires IRB and community health centers for maximum impact. The intervention will standardize sexual health education for 13-19-year-olds. STI prevention, contraception, and sexual decision-making education will be covered. School health educators will provide culturally sensitive and developmentally appropriate programs. Teaching the software requires educational materials, multimedia technologies, and educator training. Teachers, administrators, community leaders,
and healthcare professionals will be stakeholders, facilitating buy-in and support across educational and healthcare contexts.
Intervention will be scheduled. Phase one curriculum development and stakeholder involvement will last three months. Align with semester hours Phase two includes six months of seminars. Pre- and post-intervention surveys will evaluate adolescent STI prevention knowledge, attitudes, and behaviors. Evaluation criteria include STI screening rates, condom use, and sexual safety confidence.
Choose one in a specific area for this Capstone.
These requires IRB. You can educate the teenagers where they can go to find these resources.
recommend additional therapy for adolescent Requires IRB
This intervention is practical in advanced nursing because nurse practitioners may lead educational activities, and engage with community stakeholders. Essential skills such as patient-centered approach may help nurses create trust and facilitate frank sexual health discussions with teens. Working with school and community health initiatives promotes sustainability and scalability, increasing adolescent health. This evidence-based intervention helps teens make informed sexual health decisions by addressing STI prevention issues.
Theoretical Foundation
Stages of change Theory, more commonly known as the Transtheoretical Model (TTM), supports behavior change, particularly in adolescent STI prevention. This notion defines behavior modification as precontemplation, contemplation, preparation, action, and maintenance.
Information, beliefs, and environmental cues determine each stage’s desire and motivation to change behavior (Velicer et al., 1998).
TTM STI prevention in teens must address an assessment of readiness for behavior change. Most teenagers are uninformed of the dangers of unprotected sexual conduct or ill- informed, and most of them will be in either pre-contemplation or contemplation. As such, TTM offers a chance to tailor teaching to the stages of teenagers. For instance, at precontemplation, education can be provided on STIs and their effects while, at preparation and action, processes for making decisions and how to carry out condom use and screening are offered (Karatana et al., 2022).
Moreover, TTM stages denote the dynamic nature of adolescence and adolescent behavior. Because of media, social interactions, and personal experience, adolescents’ health beliefs and practices related to sexuality may turn around overnight. TTM phases would help the nurse and other healthcare professionals individualize their aid and advice with a teenager’s readiness for change. This sensitive population will need maintenance, checking, and reinforcement that will sustain improvement in helpful responses without STI transmission. The Transtheoretical Model enhances the theoretical and practical effectiveness of this intervention in long-term behavior change regarding adolescent sexual health.
Conclusion
The public health has to address high rates of adolescent STIs, as they have long-term effects on human well-being and healthcare systems. Based on the Transtheoretical Model, some interventions provide teens with strategies for STI transmission prevention and upkeep of sexual health. Quality sexual information, easily accessible health care, and community involvement eliminate barriers to preventative care, promote informed decision-making, and hence may
decrease the cost of STI treatment and save a teen’s life. Therefore, future studies should be geared toward assessing the scalability, durability, long-term behavior change, and STI incidence patterns of such therapies across communities and situations. Education-based initiatives that make STI prevention increasingly common among teens around the globe should evolve in light of cultural norms that are changing and other new requirements in health delivery.
References
Cannovo, N., Bianchini, E., Gironacci, L., Garbati, E., Di Prospero, F., Cingolani, M., Scendoni, R., & Fedeli, P. (2024). Sexually Transmitted Infections in Adolescents and Young Adults: A Cross Section of Public Health. International Journal of Environmental Research and Public Health, 21(4), 501. https://doi.org/10.3390/ijerph21040501
CDC. (2020). Sexually transmitted disease surveillance 2020. https://www.cdc.gov/std/statistics/2020/2020-SR-4-10-2023.pdf
Gogineni, V., Waselewski, M. E., Jamison, C. D., Bell, J. A., Hadler, N., Chaudhry, K. A., Chang, T., & Mmeje, O. O. (2021). The future of STI screening and treatment for youth: a National Survey of youth perspectives and intentions. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-12091-y
Ida Peréa Monteiro, Flávia, C., João Paolo Bilibio, Pedro Sadi Monteiro, Giordana Campos Braga, & Nitz, N. (2023). Prevalence of sexually transmissible infections in adolescents treated in a family planning outpatient clinic for adolescents in the western Amazon.
Prevalence of Sexually Transmissible Infections in Adolescents Treated in a Family Planning Outpatient Clinic for Adolescents in the Western Amazon, 18(6), e0287633– e0287633. https://doi.org/10.1371/journal.pone.0287633
Karatana, O., Ergun, A., & Erol, S. (2022). The Effect of the Transtheoretical Model-Based Healthy Youth Program on Sexual Health Knowledge and Behavior of College Women. American Journal of Sexuality Education, 1–18. https://doi.org/10.1080/15546128.2022.2086655
Tamara Nur Budiarti, Nisa Dewanti, Diana, M., & None Riesmiyatingdyah. (2024). KNOWLEDGE, ATTITUDES, AND BEHAVIORS OF ADOLESCENTS IN
PREVENTING SEXUALLY TRANSMITTED DISEASES: A CORRELATIONAL
STUDY. Nurse & Health/Nurse and Health, 13(1), 156–162. https://doi.org/10.36720/nhjk.v13i1.659
Velicer, W. F., Prochaska, J. O., Fava, J. L., Norman, G. J., & Redding, C. A. (1998). Detailed Overview of the Transtheoretical Model Material adapted and updated for this Website from. https://www.lungenordination.at/TTM.pdf
Walensky, R. (2021). Morbidity and mortality weekly report sexually transmitted infections treatment guidelines, 2021 centers for disease control and prevention MMWR editorial and production staff (serials) MMWR editorial board. https://www.cdc.gov/std/treatment-guidelines/STI-Guidelines-2021.pdf