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Disciplines

Educational Methods | Nursing

Publication Date

2017

Document Type

Poster

DOI

10.25778/9zwj-9h88

Abstract

Aim: To assess whether teens who live in low-income areas who participate in interactive, collaborative sexually transmitted infections (STI) prevention education will have a significant increase in learning outcomes in comparison to students who participate in a traditional, lecture-based approach.

Background: More STIs are reported each year. Among those infected, young people are of the highest incidence at 50% of new STIs in the US annually. High STI incidence is an unintended health outcome as a result of engaging in risky sexual behaviors. This highlights the need to improve STI education among adolescents.

Methods: A quasi-experimental method will be used to evaluate the effect of student participation in the two educational teaching interventions about STI knowledge and prevention. Students in both experimental groups will complete A Survey of Current Knowledge on Sexually Transmitted Diseases and Sexual Behaviour in Adolescents (Drago, 2016) questionnaire before and after each teaching intervention is presented.

Analysis: Paired sample t-tests will be used to evaluate individual difference on STI knowledge pre- and post-intervention. A total of 60 adolescents (ages 13-19) from low-income areas in Hampton Roads will be recruited for this study, with a goal of 30 in each experimental group.

Expected Findings: It is expected that the group who participates in the interactive, collaborative educational intervention will have a more significant difference in scores between the pretest and posttest.

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