Sexual Education Evidence Based Project

Sexual Education
Sexual Education

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Sexual Education

Idea for evidence based project

My project will be on a systemic review on the effectiveness of sexual education in enhancing knowledge among teenagers, encouraging safe sex practices, and decreasing the incidence of STIs. This is an important project in the field of healthcare because it has been proven that one out of five adolescents will have sex before they are 15 years old and most of those who continue being sexually active rarely use condoms consistently. This exposes themselves to STIs and unwanted pregnancies.

Moreover, what interested me into conducting this project is the sad revelation that more than half of all new HIV patients acquire the HIV virus through unprotected sexual intercourse before they attain the age of 25 years (CDC, 2012). In addition, research by Boonstra (2015) reported that approximately 85,000 teens in the U.S experience pregnancies.  It is for these reasons that I chose this project of sexual education which will not only safeguard teenagers from STIs but also from teenage pregnancy that is acquired through unprotected sex. 

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Evidence Based or Research Based

This project will be an Evidence Based Project and not a research project because it will rely entirely on systematic review of several peer review sources on the effectiveness of sexual education. A number of scholars have conducted research on this subject and documented their findings which will be essential in my project.

Description of Project Issue

My project will be on sexual education with an aim of filling the gap revealed by studies that majority of teenagers lack adequate knowledge about their sexual behavior and they therefore fail to make responsible decisions leaving them vulnerable to STIs, coercion as well as unintended pregnancy. Most adolescents turn to their families and schools for reliable information. Therefore, my project will aim at support parents and schools for them to do a good job in encouraging the teens to engage in safe sexual practices.

The project will emphasize on provision of detailed whole-school sexual education that will offer accurate and consistent information to young people from an early age. According to Duflo, Dupas & Kremer, (2014), teenagers exercise good behavior when they make good decisions on their sexual health.  Furthermore, the project will encourage maintenance of a shared partnership approach between parents, schools, and the local community so that accurate evidence-based sexual education is available for teenagers.

Some of the objectives that this study will aim to attain include; encouraging abstinence, promoting safe sex practices such as the use of condoms for sexually active adolescents, discourage several sexual partners, sensitize teens on the significance of early documentation and management of STIs, and teach the teens crucial sexual communication knowledge, which will be operative in keeping them free from STIs as well as safe from unwanted pregnancies.

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Relevancy to specialization

This project is at the core of my practice. As healthcare practitioners, we are charged with the responsibility coming up with effective strategies for advising and counseling the general on important health practices (Boonstra, 2015). It has been proven that most young people do not receive adequate education on crucial health topics such as sex and sex-related issues (Tolli, 2012). As a result, they end up acquiring this information from other people and platforms such as the mass media which in most cases are misleading.

For instance, teenagers are exposed to several messages about sexuality which they present through highly communicative and fancy styles just to sell their products but not to equip young people with relevant education on health promotion. With such a project, I will be in a better position to introduce new interventions that will counter what young people have been fed by the media and let them know what their parents or teachers might have failed to educate them. It is our role as clinicians to ensure that high health practices are maintained in the society.

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References

Boonstra, D. (2015). Advancing Sexuality Education in Developing Countries: Evidence and ImplicationsGuttmacher Policy Review, 14 (3), 17-23.

 Centers for Disease Control and Prevention (CDC. (2012). HIV, other STD, and pregnancy prevention education in public secondary schools–45 states, 2008-2010. Morbidity and mortality weekly report, 61(13), 222.

Duflo, E., Dupas, P., & Kremer, M. (2014). Education, HIV, and early fertility: Experimental evidence from Kenya(No. w20784). National Bureau of Economic Research.

Tolli, M. V. (2012). Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies. Health Education Research, 27(5), 904-913

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Dissemination of Evidence in Nursing

Dissemination of Evidence
Dissemination of Evidence

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Dissemination of Evidence

Effective dissemination of evidence means that the right audience gets the correct information on the right time, format, and manner. The general aim of communicating information is to encourage all stakeholders to understand the progress and achievements of the project so that they can take part in it (McCormack et al, 2013; Beidas et al., 2012).

The pioneer nurses who will have gone through the teaching program will be posted in different units where they will reach out to other nurses in these units about the initiative. They will be allowed to use posters outside the unit, post reminders outside the unit, or post important updates on the hospitals’ website. The nurses will also be expected to explain to fellow colleagues in other units about the CAUTI prevention program through the hospital newsletter, tweets, blogs or even during hospital-wide nursing meetings. This will be a sure way of ascertaining that equal protection is met for all patients in the hospital (Edmunds et al., 2012).

To further facilitate spread of information, the trained health care providers will be encouraged to meet with interested hospitals within the region where they will share what they will have learned and communicate the achievements they have made in reducing the rates of CAUTI within this hospital. During this activity, they will be expected to start with units with higher rates of CAUTI, share the prevention program manual and other essential resources available in the website, and avail themselves whenever they are requested to train more members.

Project leaders will also be requested to attend monthly regional coaching and monthly national content webinars where they will share crucial information about “why and what” the implementation program is all about. The project leaders will be encouraged to attend the webinar calls with at least two or three nurses who will help further in dissemination of information.

Reference

McCormack, L., Sheridan, S., Lewis, M., Boudewyns, V., Melvin, C. L., Kistler, C., … & Lohr, K. N. (2013). Communication and dissemination strategies to facilitate the use of health-related evidence.

Edmunds, J. M., Beidas, R. S., & Kendall, P. C. (2013). Dissemination and implementation of evidence–based practices: training and consultation as implementation strategies. Clinical Psychology: Science and Practice20(2), 152-165.

Beidas, R. S., Edmunds, J. M., Marcus, S. C., & Kendall, P. C. (2012). Training and consultation to promote implementation of an empirically supported treatment: A randomized trialPsychiatric Services.

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Preventing Heart Disease in Women by Promoting Awareness

Preventing Heart Disease in Women
Preventing Heart Disease in Women

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Preventing Heart Disease in Women by Promoting Awareness through Evidence-Based Practice

In investigating the impact of promotion awareness on preventing heart disease in women, the following PICOT question will be used to guide the research:

In women with cardiovascular diseases (P), does health promotions using evidence-based strategies to achieve optimal health of the heart (I), as compared to women receiving standard cardiovascular care (C) show better improvement in the cardiovascular disease (O) within six months? (T).

            Using terms in the PICOT statement was not effective in finding useful studies. Most of the studies found by using such terms addressed broader concepts or did not relate all the ideas that the PICOT question needed to address. Some of them talked about one aspect of cardiovascular diseases alone without giving any hint about women, outcomes or interventions made towards controlling the condition. 

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            MESH terms such as cardiovascular, women, health promotion and others limited the number of studies that were listed on the databases compared to when those terms were not used. Therefore, this is an implication that the utilization of the MESH terms delimited the search as it filtered out some of the search results that did not have most components of the PICOT question.

Most of the research findings were not relevant to the study. To improve the relevance of the of the materials obtained, I applied limiters such as age, studies, EBP, women, years so as to only have articles that had a direct link to the various components of the Picot statement. The use of limiters was helpful because most of the items obtained in this case gave relevant information about aspects of the study.  Reviewing this articles provided adequate information on the association between evidence-based practice in health promotion and improvement of cardiovascular diseases in women.

The study used for the study on preventing heart disease in women the following databases: AHRQ, guidelines.gov, joannabriggslibrary.org, EBCO, PubMed, and Ovid to gather evidence. All of them provided valid pieces of evidence. The study provided level I evidence as most of the articles were systematic reviews of randomized control trials.

References

Joanna Briggs Institute. Joanna Briggs Institute reviewers’ manual 2014 edition. Adelaide: JBI; 2014. Retrieved from http://joannabriggs.org/assets/docs/sumari/reviewersmanual-2014.pdf.

US Department of Health and Human Services. (2014). Guide to clinical preventive services. US Preventive Services Task Force. 3rd ed. Washington (DC): US Government Printing Office. Retrieved from https://www.google.com/search?q=http%3A%2F%2Fwww.ahrq.gov%2F&ie=utf-8&oe=utf-8&client=firefox-b.

Vandvik, P. O., Lincoff, A. M., Gore, J. M., Gutterman, D. D., Sonnenberg, F. A., Alonso-Coello, P., … & Spencer, F. A. (2012). Primary and secondary prevention of cardiovascular disease: antithrombotic therapy and prevention of thrombosis: American College of Chest Physicians evidence-based clinical practice guidelines. CHEST Journal, 141(2_suppl), e637S-e668S. Retrieved from https://www.guideline.gov/summaries/summary/35273?.

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