The Louisiana Wellness Center Project aims to improve the holistic health and wellness of gay, bisexual, and transgender individuals through providing affordable healthcare services and connecting communities to resources, with the goals of decreasing HIV, STDs, and health disparities. The program defines health holistically and believes the health of individuals is linked to community health, so strengthening LGBT communities is vital to improving individual health.
This paper gives and overview of factoes associated with depression among gay men. This paper was presented by Limin Mao et. al. at the AFAO HIV Educators Conference 2008.
This paper gives and overview of factoes associated with depression among gay men. This paper was presented by Limin Mao et. al. at the AFAO HIV Educators Conference 2008.
Presented by
Salim Chowdhury, MD - Community Care
Curtis Upsher, Jr. MS - Director Community Relations - Community Care
Medicine, Culture, and Spirituality Conference
September 9, 2011
HIV/AIDS and Infectious Diseases: Prevalence and Attitudes Among U.S. Latinos
Dr Li Loriz, PhD, ARNP, BC, Director, School of Nursing, University of North Florida
July 22, 2005 - UNF Hispanic Health Issues Seminar
This is part 6 of an 8 part series of seminars on Hispanic Health Issues brought to you by the University of North Florida’s Dept. of Public Health, College of Health, a grant from AETNA, and the cooperation of Duval County Health Department.
(HEPE) Introduction To Health Disparities 1antz505
Many youth leaders are compelled to do work with community based non-profit and local public health agencies as both a service learning and philanthropic component in their development as young professionals. However, despite invaluable experiential learning, students often don\'t comprehend key overarching issues such as health disparities, social determinants of health, health policy and community organizing. To address this gap and optimize their community based work, the Health Disparities Student Collaborative (HDSC), a Boston-based student group under Critical MASS for eliminating health disparities and the Center for Community Health Education Research and Service Inc. (CCHERS), developed a curriculum for students designed to broaden their perspectives while working with local public health, non-profit/community organizations and to develop their interest and ability to visualize the power of their collective voice as students and contributors to social justice work. The curriculum utilizes peer education and webinar software and covers three main topics: Current State of Health Disparities, Social Determinants of Health, and Youth Activism on Health Disparities/Social Determinants of Health. HDSC has collaborated with local partners CCHERS/Critical MASS and the Community Based Public Health Caucus (CBPHC) Youth Council to develop this comprehensive “Health Equality Peer Education” training.
Cancer is one of the most common diseases in the world. Stress is a common experience among cancer patients.
National Comprehensive Cancer Network (2017) defines cancer-related psychological distress as an:
“ unpleasant emotional experience of a Mental, Physical, Social, or Spiritual nature. It can affect the way you think, feel, or act. Distress may make it harder to cope with having cancer, its symptoms, or its treatment. ”
On August 10, I had the wonderful opportunity to work with a group of amazing individuals to assess the biases present in our current healthcare system. This project was a part of a summer intensive program through MedSTEMPowered.
Presentation by Camara Jones, MD, MPH, PhD at the 2009 Virginia Health Equity Conference.
Dr. Jones presents the “Cliff Analogy” for understanding four levels of health intervention: medical care, secondary prevention, primary prevention, and addressing the social determinants of health. She described how health disparities arise on three levels (differences in quality of care, differences in access to care, and differences in underlying exposures and opportunities) and expand the “Cliff Analogy” to illustrate the relationship between addressing the social determinants of health and addressing the social determinants of equity, which is a fifth level of health intervention.
She identifies racism as one of the social determinants of equity and a fundamental cause of “racial”/ethnic health disparities in the United States, with racism defined as a system of structuring opportunity and assigning value based on the social interpretation of how one looks, which is what we call “race.” She described how racism impacts health on three levels (institutionalized, personally-mediated, and internalized) and animate understanding of these levels of racism with her “Gardener’s Tale” allegory.
Finally, using data from the “Reactions to Race” module on the 2004 Behavioral Risk Factor Surveillance System, she examined the relationship between responses to “How do other people usually classify you in this country?” and self-rated general health status to provide evidence of the impacts of racism on health. Dr. Jones challenges us to broaden the scope of our public health interventions by asking the question “How is racism operating here?” and then working to create a system in which ALL people are highly valued and ALL people are able to develop to their full potential.
Presented by
Salim Chowdhury, MD - Community Care
Curtis Upsher, Jr. MS - Director Community Relations - Community Care
Medicine, Culture, and Spirituality Conference
September 9, 2011
HIV/AIDS and Infectious Diseases: Prevalence and Attitudes Among U.S. Latinos
Dr Li Loriz, PhD, ARNP, BC, Director, School of Nursing, University of North Florida
July 22, 2005 - UNF Hispanic Health Issues Seminar
This is part 6 of an 8 part series of seminars on Hispanic Health Issues brought to you by the University of North Florida’s Dept. of Public Health, College of Health, a grant from AETNA, and the cooperation of Duval County Health Department.
(HEPE) Introduction To Health Disparities 1antz505
Many youth leaders are compelled to do work with community based non-profit and local public health agencies as both a service learning and philanthropic component in their development as young professionals. However, despite invaluable experiential learning, students often don\'t comprehend key overarching issues such as health disparities, social determinants of health, health policy and community organizing. To address this gap and optimize their community based work, the Health Disparities Student Collaborative (HDSC), a Boston-based student group under Critical MASS for eliminating health disparities and the Center for Community Health Education Research and Service Inc. (CCHERS), developed a curriculum for students designed to broaden their perspectives while working with local public health, non-profit/community organizations and to develop their interest and ability to visualize the power of their collective voice as students and contributors to social justice work. The curriculum utilizes peer education and webinar software and covers three main topics: Current State of Health Disparities, Social Determinants of Health, and Youth Activism on Health Disparities/Social Determinants of Health. HDSC has collaborated with local partners CCHERS/Critical MASS and the Community Based Public Health Caucus (CBPHC) Youth Council to develop this comprehensive “Health Equality Peer Education” training.
Cancer is one of the most common diseases in the world. Stress is a common experience among cancer patients.
National Comprehensive Cancer Network (2017) defines cancer-related psychological distress as an:
“ unpleasant emotional experience of a Mental, Physical, Social, or Spiritual nature. It can affect the way you think, feel, or act. Distress may make it harder to cope with having cancer, its symptoms, or its treatment. ”
On August 10, I had the wonderful opportunity to work with a group of amazing individuals to assess the biases present in our current healthcare system. This project was a part of a summer intensive program through MedSTEMPowered.
Presentation by Camara Jones, MD, MPH, PhD at the 2009 Virginia Health Equity Conference.
Dr. Jones presents the “Cliff Analogy” for understanding four levels of health intervention: medical care, secondary prevention, primary prevention, and addressing the social determinants of health. She described how health disparities arise on three levels (differences in quality of care, differences in access to care, and differences in underlying exposures and opportunities) and expand the “Cliff Analogy” to illustrate the relationship between addressing the social determinants of health and addressing the social determinants of equity, which is a fifth level of health intervention.
She identifies racism as one of the social determinants of equity and a fundamental cause of “racial”/ethnic health disparities in the United States, with racism defined as a system of structuring opportunity and assigning value based on the social interpretation of how one looks, which is what we call “race.” She described how racism impacts health on three levels (institutionalized, personally-mediated, and internalized) and animate understanding of these levels of racism with her “Gardener’s Tale” allegory.
Finally, using data from the “Reactions to Race” module on the 2004 Behavioral Risk Factor Surveillance System, she examined the relationship between responses to “How do other people usually classify you in this country?” and self-rated general health status to provide evidence of the impacts of racism on health. Dr. Jones challenges us to broaden the scope of our public health interventions by asking the question “How is racism operating here?” and then working to create a system in which ALL people are highly valued and ALL people are able to develop to their full potential.
This presentation was on the prevalence of HIV/STDs in youth in a school system. I present research on the topic, relevant data, and suggested solutions.
HIV, AIDS AND STD's
HIV
HIV stands for human immunity deficiency virus. HIV weakens the body immune system by entering into white blood cell (lymphocytes) and binds itself to chromosome and integrates into the genetic material. The virus now multiplies very fast using genetic materials of White Blood Cells. The daughter virus invades White Blood Cells destroy and kill them. As more White Blood Cells are killed the body becomes less and less fight against disease. Patient with aids are prone to opportunistic infection caused by fungi, bacteria and protozoa.
In nutshell people with AIDS die with disease their body cannot resist. These diseases are referred to as opportunistic infection. E.g. tuberculosis, severe diarrhea, skin cancer and pneumonia.
AIDS
AIDS stand for; Acquire Immune Deficiency Syndrome. For someone with AIDS T-helper fall below.
the T-helper count for health person range between 450 and 1200
CAUSES
AIDS is viral infection caused by a strain of a virus called HIV. HIV means Human Immunodeficiency Virus. HIV mainly found in body fluids such as blood, semen and vaginal secretion. Also traces of HIV found on saliva, tear and sweat
Primary stage (window stage) : It does not show any symptoms except for slight flu HIV test result is negative
A-symptomatic stage : Has no symptoms but the HIV test is positive
Full blown aids : Where by one gets various opportunistic infections and diseases
SEXUALLY TRANSMITTED INFECTION
These are infection, which are transmitted through sexually contact during sexually intercourse. Sexually transmitted disease are also referred to as venereal disease
RELATIONSHIP BETWEEN HIV, AIDS AND STD’s
HIV is sexually transmitted. Having STD's can increase risk of acquiring and transmitting HIV.
Some STI’s such as chlamydia cause open sores in the skin and become exit point into and from the brood stream of HIV.
Reproductive Health,the topic is mainly about what is an reproductive health and what is aids what are the symptoms of aids and what are its diagnosis. in this presentation you will have census on the growth of population and the growth of aids in the countries.
Similar to LA Wellness Center Project - Chris Daunis (20)
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Basavarajeeyam - Ayurvedic heritage book of Andhra pradesh
LA Wellness Center Project - Chris Daunis
1.
2. The mission of the Louisiana Wellness Center (WC) Project is to actively engage and
empower gay and bisexual men and transgender individuals in improving their health and
wellness in communities across Louisiana. The program will accomplish this by providing
holistic health programming, affordable health care services, and connections to existing
resources.
Ultimately this is a community-driven program that aims to decrease HIV/AIDS,
STDs, and health disparities among the gay men and transgender communities.
STD/HIV Program (SHP) defines “health” as a whole body, holistic concept, including
mental/emotional, physical, sexual, and spiritual well-being. SHP believes that the
health of individuals is linked with the health of the community, and strengthening
the gay men and transgender communities across Louisiana is a vital step in
improving the health of gay men and transgender individuals.
3. Model:
Local Inclusive
Planning Groups
• Community
Advisory Board
Holistic Health and
Well-Being
• Wellness Center
Clinical Services
• Community
Involvement
• Health and
Wellness Support
Programming
4. This project focuses on accessing the high-
risk members of our target populations:
The risks for these populations are increased with the addition of
alcohol and other drug use, injection drug use, addictive
behaviors, and risky sexual practices.
Gay Males Bisexual Males Individuals who identify as transgender Other MSM
Populations Served:
5. Staffing and Volunteers:
Wellness Center volunteers may
include clinical staff such as a
medical doctor, nurse, mental
health professional (psychiatrist,
LCSW, licensed therapist
experienced in working with LGBT
population). Lay persons may also
conduct HIV/STD STD testing as
approved by the HIV Regional
Coordinator. All staff will be members
of the target population
and/or receive training in
cultural competency and
be
gay/bisexual/transgender
affirming
All staff and
volunteers should be
covered under the
agency’s malpractice
insurance
All staff and
volunteers
conducting HIV
Counseling and
Testing will be
trained and certified
by SHP
All staff and volunteers
will complete HIPAA
training as provided by
their agency
Staff and volunteers
of Wellness Center
will attend ongoing
Louisiana Wellness
Project trainings as
required by SHP
6. Role of WC Coordinator:
The WC Coordinator’s sole responsibility is to
ensure the success of the WC clinical sessions and
social events. They are charged with, but not
limited to the task of marketing and outreach for
clinics and social events, completing the
appropriate documentation required by SHP,
implementing all activities of the WC, and any
other task that is outlined in this protocol or
requested by SHP.
10. Step by Step of Wellness Center
Sessions:
Enter waiting
area
Greeted by
staff
Complete
required
documentation
• Intake Well Being
Assessment
• Consent
Engagement
Each individual center will have their unique way of
functioning; however, there are steps that must occur.
11. Step by Step of Wellness Center
Sessions:
Reportable
STDs
Available
STD test
Process of
center
Intake Process
12. Step by Step of Wellness Center
Sessions:
The following steps of the Wellness Center process will vary on which tests
are being conducted and availability of volunteer staff at that time:
Licensed Medical
Provider
•Nurse and Practitioner
•Preliminary medical
assessment
•STD tests
•Wellness Exam
Mental
Health Well-
Being
Assessment
•Trained mental health
provider
HIV CTRS
•Certified by SHP
16. HIV/AIDS
AIDS = Acquired Immune-deficiency
Syndrome
When the body can no longer infections and
the immune system has weakened, HIV can
progress to AIDS
HIV = Human Immunodeficiency Virus
HIV is a virus that affects the immune system
HIV damages the immune system, and makes
it difficult for the body to fight off infections
or diseases over time
HIV ≠ AIDS
17. HIV Transmission in LA
15%
46%
5%
33%
1%
Transmission Categories
Injection Drug Use
(IDU)
Men who have sex
with men (MSM)
MSM & IDU
High Risk Heterosexual
(HRH)
Pediatric/Transfusion/
Hemo-philiac
18. HIV Transmission
HIV
Transmission
Unprotected sexual
contact with an
infected partner
• Rips
• Breaks
• Sores
Fluids during sex
• Blood
• Semen
• Vaginal Fluid
Sharing Needles
Blood Transfusion
and Organ
Transplant
Breastfeeding
You CANNOT transmit HIV through touching, sharing drinks/food, sneezing, kissing, sweating, etc.
19. LA Rankings
Gonorrhea
• Ranked 1st in the nation
Chlamydia
• Ranked 3rd in the nation
Syphilis
• Ranked 1st in the nation
20. Chlamydia
Most commonly
reported bacterial STD
Transmitted through
oral, anal, and vaginal
sex
Called “silent disease”
because it often does
not show symptoms
•Men are MORE likely to
show symptoms than
women
21. Chlamydia Symptoms
Women
• Increased discharge
• Frequent/painful urination
• Pain during/bleeding after sex
• Lower abdominal pain
• Irregular periods
Men
• White/Cloudy discharge
• Frequent/painful urination
• Pain and swelling in testicles
22. Gonorrhea
Bacterial infection
transmitted through
oral, anal & vaginal
sex.
Similarly to
Chlamydia, most
people infected with
Gonorrhea do not
experience
symptoms.
Symptoms are MORE
likely to occur in
men, and usually
occur within two
weeks of infection.
23. Gonorrhea Symptoms
Women
• Green/Yellow, Foul-smelling
discharge
• Frequent/Painful urination
• Pain during/bleeding after sex
• Lower abdominal pain
Men
• White/Yellow discharge
• Frequent/painful urination
• Swollen Testicles
24. Syphilis
Like Chlamydia and
Gonorrhea, Syphilis is a
bacterial infection that
is spread during sexual
intercourse or genital to
genital contact.
Three stages: Primary,
Secondary, Late
Highly infectious: 1/3 of
persons who have sex
one time with someone
with primary Syphilis
will acquire Syphilis.
A person is 2-5 times
more likely to get HIV if
exposed when Syphilis
sores are present.
When not sufficiently
treated syphilis can
cause significant long-
term complications
and/or death.
If adequately treated by
a physician syphilis can
be cured.
25. Syphilis
Primary
•3 weeks to 3 months after
infection, painless ulcers
(chancres) appear at infection
site. They are highly contagious.
•Usual places chancres show up –
vulva, cervix, penis, anus, mouth.
They are not always easy to see.
•Ulcers take about 2-6 weeks to
heal without treatment.
•If left untreated during this time,
Syphilis will progress to the
Secondary Stage.
Secondary
•After chancres, symptoms
including flu-like illness, non-itchy
rash covering whole body or in
patches, flat warts on vulva and
anus, white patches on roof of
mouth, patchy hair loss.
•During this stage, syphilis is still
very infectious and can be easily
transmitted sexually. Symptoms
can occur for years.
•If left untreated in the secondary
stage, syphilis will progress to the
late stage
Late
•During the third stage, all
previous symptoms will
disappear.
•At this stage, heart and nervous
system damage, and death can
occur.
•Syphilis can be treated and cured
in the late stage, but damage that
occurred up to that time may not
be reversible.
27. Instructions for Self Administered
GC/CT rectal Swab
• 1. Carefully insert blue swab into rectum past the
sphincter and swab in a circular motion
• 3. Remove swab
• 4. Place swab in clear tube in rack with cotton tip
upward under sign “rectal”
• 5. Tell your provider you have completed the test
32. Female Condom for Anal
Intercourse
• FC2 (the female condom) is not designed or
approved for anal intercourse and its effectiveness
is not evaluated. Still, many organizations
encourage its use.
• Use of inner ring is optional
• Inner ring (or tip of condom) should be inserted
past sphincter muscle for maximum protection
• Finger or partner’s penis may used to guide
insertion