Consider the scenario:
Marcia is a health educator who has just finished drafting a proposal for a new health education program for the prevention of Sexually Transmitted Infections (STI’s) in her community. She has identified the main health issue she would like to address, developed a proposed budget and personnel worksheet, and has also outlined her proposed framework for cultivating individual motivation and behavior modification. Although Marcia feels that her proposal is robust in terms of meriting approval, she is wondering if it would be beneficial to outline her strategies or methodologies to make her program work. For example, would her program benefit from a group participation approach similar to a roundtable discussion or would her program be best delivered as a workshop? Should she invite speakers from both outside and inside the community to relay information as it applies to potential health services or might that be too much for her proposed program? What curriculum (new or existing) could be included in her program?
For this Assignment, review the Point Mar Case Study provided in this week’s Learning Resources. With your health education program from Week 6 in mind, research evidence-based and appropriate health education strategies/methodologies that you would implement. Reflect on how the evidence-based support contributes to the effectiveness of the strategies and/or methodologies that you will select.
The Assignment: (2 pages)
- Explain which evidence-based and appropriate health education strategies/methodologies you would select for your health education program and why. Be sure to include peer-reviewed journal articles that establish the evidence-based research for your health education strategies and/or methodologies that you select.
- Explain how the role of the health educator may vary based on the strategies/methodologies you selected. Be specific and provide examples.
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
Cottrell, R. R., Girvan, J. T., Seabert, D., Spear, C., & McKenzie, J. F. (2018). Principles and foundations of health promotion and education (7th ed.). San Francisco, CA: Benjamin Cummings.