The TB Youth Education and Outreach Fellowship an innovative new program led by the Cheerful Hearts Foundation selected 23 youth participants from the Awutu Senya Municipal ranged in ages of 15 to 23 years. The competitive application process required applicants to write a brief essay about a health issue in their community. Applications with thoughtful essays who demonstrated an interest in the health professions were selected. The fellowship period was from August 4th 2014 through August 27th 2014.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxtodd521
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxjeanettehully
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxtodd521
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docxjeanettehully
Running Head: SEXUALLY TRANSMITTED DISEASES
SEXUALLY TRANSMITTED DISEASES
3
Sexually Transmitted Diseases
Summary of teaching plan
Title: Sexually Transmitted Diseases
Overview
Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013).
Objectives
1. To help the teenagers understand what STDs are as well as ways one can contract them
2. To teach the teenagers some of the preventive measures of contracting STDs.
3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs
4. To help the teenagers differentiate the myths from the facts regarding STDs
Materials
Video clips featuring adults and teenage experts, Graphic power point presentations
STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen
Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80
Directions
The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one.
The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers.
The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
4. 2nd pbbsc - Comty - Unit - 4 - Health Education & Communication.pptxthiru murugan
2nd Year PBBSc Nursingcommunity Health Nursing
Health Education & Communication
UNIT IV:
Health Education
Aims, concepts and scope of health education.
National plan for health education
Communication techniques
Methods and media for health education programmes
Planning for health education & role of nurse
Health education has its origin during the ancient period when principles of disease prevention and health promotion were advocated and practiced.
Health education information at that time was communicated by face interaction.
Rather, principles of healthful living were integrated with culture and religious practices of a society.
Currently, health education is formal in its approach need to follow some guidelines.
It is institutionalized and is organized within the health care delivery system.
It began with the establishment of health centers in rural and urban areas
Emphasis was given on preventive, promotive and curative aspects of health.
Definition: Health education is a process that informs, motivates and helps the people to adopt and maintain healthy practices and lifestyles, advocates environmental changes as needed. (teaching the peoples about health related matters)
AIMS OF HEALTH EDUCATION:
To provide teaching on health matters
To motivate for learning regarding health
To improve knowledge and skill
To create awareness
To encourage people to adopt and maintain a healthy life style
To promote the proper use of health services
To stimulate for active participation in health services
CONCEPTS OF HEALTH EDUCATION:
Changing human behavior
Prevention of disease
Promotion of healthy lifestyles;
Modification of individual behavior to modification of “social environment”
Community participation to community involvement
Promotion of individual to Promotion of community
Self reliance
Informing people
Motivating people
Guiding into action
Primary Health Care Approach
Principles of health education:
SCOPE OF HEALTH EDUCATION:
Human biology: Anatomy and physiology, Importance of health & Effect of smoking, drinking and drugs on the body
Nutrition: Balanced diet, Nutritive value of food stuffs, Diet for pregnant and lactating mothers and others, Food sanitation, Nutrition deficiencies disease and there prevention & Motivation of good eating habits
Hygiene (personal and environmental): Personal hygiene, Environmental hygiene & Food hygiene
Mental health: Preventive measures against mental disorder & Guidance and counselling
Prevention of disease and accidents: Prevention of communicable, Non communicable disease Ex- D.M., C.H.D, Useful information about road safety, Knowledge about accidents & industrial Education regarding self screening measures
Utilization of health services: To Inform the community about available health services, voluntary agencies, motivate them to participate in national health programme
Family planning & maternal and child health: Planned and unplanned family, Immunization of pregnant women, Growth and
iknowUshould2: Expanding a youth-driven STI/HIV testing social media campaign...YTH
Philadelphia youth are more likely than youth nationwide to be diagnosed with certain STIs, yet many are not routinely screened for STIs/HIV. The Children’s Hospital of Philadelphia’s IknowUshould2 campaign started in 2012 targeted to reach youth aged 13-24 to improve knowledge and increase STI/HIV testing just relaunched to also improve youth knowledge and access to PrEP for HIV prevention using an integrated, youth-driven approach combining traditional media, social media, and outreach with community partners in Philadelphia. Come learn about our journey in developing, sustaining, and rebranding our health campaign IKNOWUSHOULD2!
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This presentation will include best practices garnered from a year of implementation and will focus on how agencies can integrate a peer leader model into their text message outreach and recruitment strategies.
IEC is an important aspects to be understand community based health education and implication of awareness of various program to community and prevent from potential health issues and promote well being among all.
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4. 2nd pbbsc - Comty - Unit - 4 - Health Education & Communication.pptxthiru murugan
2nd Year PBBSc Nursingcommunity Health Nursing
Health Education & Communication
UNIT IV:
Health Education
Aims, concepts and scope of health education.
National plan for health education
Communication techniques
Methods and media for health education programmes
Planning for health education & role of nurse
Health education has its origin during the ancient period when principles of disease prevention and health promotion were advocated and practiced.
Health education information at that time was communicated by face interaction.
Rather, principles of healthful living were integrated with culture and religious practices of a society.
Currently, health education is formal in its approach need to follow some guidelines.
It is institutionalized and is organized within the health care delivery system.
It began with the establishment of health centers in rural and urban areas
Emphasis was given on preventive, promotive and curative aspects of health.
Definition: Health education is a process that informs, motivates and helps the people to adopt and maintain healthy practices and lifestyles, advocates environmental changes as needed. (teaching the peoples about health related matters)
AIMS OF HEALTH EDUCATION:
To provide teaching on health matters
To motivate for learning regarding health
To improve knowledge and skill
To create awareness
To encourage people to adopt and maintain a healthy life style
To promote the proper use of health services
To stimulate for active participation in health services
CONCEPTS OF HEALTH EDUCATION:
Changing human behavior
Prevention of disease
Promotion of healthy lifestyles;
Modification of individual behavior to modification of “social environment”
Community participation to community involvement
Promotion of individual to Promotion of community
Self reliance
Informing people
Motivating people
Guiding into action
Primary Health Care Approach
Principles of health education:
SCOPE OF HEALTH EDUCATION:
Human biology: Anatomy and physiology, Importance of health & Effect of smoking, drinking and drugs on the body
Nutrition: Balanced diet, Nutritive value of food stuffs, Diet for pregnant and lactating mothers and others, Food sanitation, Nutrition deficiencies disease and there prevention & Motivation of good eating habits
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Philadelphia youth are more likely than youth nationwide to be diagnosed with certain STIs, yet many are not routinely screened for STIs/HIV. The Children’s Hospital of Philadelphia’s IknowUshould2 campaign started in 2012 targeted to reach youth aged 13-24 to improve knowledge and increase STI/HIV testing just relaunched to also improve youth knowledge and access to PrEP for HIV prevention using an integrated, youth-driven approach combining traditional media, social media, and outreach with community partners in Philadelphia. Come learn about our journey in developing, sustaining, and rebranding our health campaign IKNOWUSHOULD2!
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Evaluation Tuberculosis Youth Outreach and Education fellowship by Elana Desrivieres.
1. Cheerful Hearts Foundation
Evaluation Summary of
TB Youth Education and Outreach Fellowship
September 1, 2014
The TB Youth Education and Outreach Fellowship an innovative new program led by the
Cheerful Hearts Foundation selected 23 youth participants from the Awutu Senya Municipal
ranged in ages of 15 to 23 years. The competitive application process required applicants to
write a brief essay about a health issue in their community. Applications with thoughtful essays
who demonstrated an interest in the health professions were selected. The fellowship period
was from August 4th 2014 through August 27th 2014. The twenty three fellows received a three
day training where they were versed about the signs, symptoms, treatment and other relevant
areas about TB. Fellows also received talks about volunteerism, engaging individuals during
outreach, and information about the field of nursing, among other areas. The fellowship
sought to not only develop the youth participants professionally, but also to help reduce the
spread of TB through community based health education. On the first day of the program, a
monitoring and evaluation questionnaire was completed by fellows to assess their level of
knowledge about TB. A similar questionnaire was completed by fellows on the final day of the
fellowship program.
The second and third week of the fellowship, fellows canvassed communities of Papasi, CP,
Peace Town, New Market and Nyanyano and educated individuals about the disease.
Education was given to individuals in markets, on the streets, at work sites, and in homes. An
estimated 1500 individuals received health education during the outreach activities. In addition
to house to house outreach, the following schools received TB education presentations: St.
Peter’s School, Great Promise, St. Mary’s Anglican and the churches of ABB New Market
Cornerstone and Trinity Church. A recorded number of twenty referrals were given to
individuals who reported symptoms of TB. During education sessions, individuals who reported
symptoms of the disease were screened for TB using a TB screening questionnaire which was
designed by the TB Alliance in Ghana. Symptoms were scored on a scale that weighted each
symptom with a number. The symptoms of cough for two weeks or more, coughing up blood,
production of sputum, loss of weight in last 3 months, loss of appetite, and fever for more than
a week, were the symptom screen indicators. Each symptom was given a score of 1 to 2. A total
score of 5 or more required a referral for testing. Suspected TB individuals were directed to the
TB alliance office for free testing, and treatment if testing was positive.
The monitoring and evaluation questionnaire which was administered pre and post training
sought to determine if there was a difference between the youth’s knowledge before and after
the program. The monitoring and evaluation result will be used to help Cheerful Hearts
Foundation plan and improve the program for 2015.
2. Analysis of Pre and Post Survey Results:
Question 1: On a scale of 1 to 10 how knowledgeable are you about the signs, symptoms and
methods to reduce Tuberculosis?
Knowledge about signs, symptoms, and methods to reduce
TB, pre and post Training
0 5 10 15 20 25
Post training
Pretraining
very knowledgeable somewhat knowledgeable not knowledgeable
There was a significant increase in youth’s level of knowledge about TB post-training compared
to before the training period.
3. Question 2: How comfortable are you with educating a stranger about TB?
0 5 10 15 20 25
Post Training
Post-Training, it appears that youth were more comfortable with educating a stranger about
TB.
3. How comfortable are you with speaking to a group of individuals about topic you are familiar
with?
Pre-Training
Comfort with educating stranger about TB, pre and post-training
very comfortable somewhat comfortable not comfortable
Comfort with speaking to a group of individuals about topic
0 5 10 15 20 25
Post Training
Pre-Training
familiar with
very comfortable somewhat comfortable not comfortable
4. There was no marked difference between the level of comfort of the participants with speaking
with a group before and after the program.
The final evaluation post training included open ended questions that sought to learn about
what youth had gained from the fellowship and how the fellowship can be improved from the
participants’ view.
The following themes were found to be common in the twenty three evaluations received from
participants:
To the question what struck you as interesting, new, provocative or meaningful during the
fellowship, it was a common theme that the fellowship allowed youth to develop their
confidence. The word boldness was used by many participants to describe what they had
gained from the fellowship. Many reported that they learned how to talk to people about a
disease. The increased comfort to talk in public and overcome shyness was another sentiment
reported by many participants.
Participants also reported that the knowledge that they gained about TB was something
meaningful they received during the fellowship. Through the process of educating the public,
they were able to raise the awareness about the disease to those who were ignorant or not
knowledgeable.
The outreach period required that youth go out into the community and deliver education to a
range of individuals. Many spoke about the fellowship providing them the ability to speak to
groups, elders and others.
Youth participants also reported that the fellowship needed improvement in a few areas. They
thought that time management during the program could have been improved. Some would
have liked more time to educate individuals in the community. Others thought that time was
wasted waiting for participants to arrive during the daily start of the program. This delayed
outreach being done on time. Youth also reported that leaders’ punctuality could also have
been improved.
There was also consensus among many that it would have been useful to have literature to give
to individuals who did not have the time to listen to health educators.
Additionally, although transportation was provided to most locations for outreach, participants
would have liked that transportation was provided more consistently in either the form of
transportation fee or a vehicle to transport to locations.
In addition to the questionnaire, the Executive Director of CHF, Eric Opoku Agyemang also
conducted a focus group with youth during the closing ceremony to gain any additional
feedback youth had about the program. Additional feedback which was received from the focus
group, is that many of the youth reported now having a greater passion for volunteerism, and
5. for those who are in need. Additionally youth felt that the fellows were not familiar with the
outreach areas they were taken to, so because of this, the outreach component was not
maximized. Youth reported that they will continue to spread the word about TB and share the
invaluable information they received.
Overall, it can be concluded that the TB Youth Education and Outreach Fellowship was a great
success. The program achieved its goal of developing youth professionally, and helping them to
explore some of their potential, and helping them develop an interest in public health.
Additionally, the program successfully reached an estimated 1500 individuals and educated
them about Tuberculosis. Moving forward this program has the potential to create a
meaningful impact in the public health environment of Ghana.