Assigment .Apa seven . All instructions attached.
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CapstonePartII.docx
CapstonePartI_PICOTAssignment11.pdf
CapstonePartII.docx
Exercise Content
1. Feedback for learner 87/100
2. 7/8/24, 8:59 PM
3. You are on the right trach but need to focus on an educational program solely. You can't provide direct care to teen agers because it requires IRB. How will you measure the outcome of the proposal? You are measuring teen agers knowledge, focus on that. Do not deviated to clinics and treatment. Revise your PICOT for Part II, and III.
4.
Top of Form
CAPSTONE: PART II
1. Review of Literature
- Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.
2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.
3. Provide precise body of evidence for your Practice Change
4. Discuss objectives for your practice change
5. Discuss where the problem exists, why it exists, what is the preposition for change
6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem
NOTE: It should not reflect your opinion, but rather Evidence Based Practice should be applied
-After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.
-Use appropriate APA 7th Ed. format along with Syllabus outline
-Scholarly, peer-reviewed, and research articles cited should be within the last five years.
-This section should be 4-6 pages long (not including the title and reference page).
-Use proper in-text citations with a properly formatted reference list.
-All papers must be written in the 3rd person.
Capstone Part II
Bottom of Form
CapstonePartI_PICOTAssignment11.pdf
1
Capstone Part I: PICOT Assignment
Ernesto Cisneros
Florida National University
MSN Capstone Project-DBX-DL01
Dr. Carmen Lazo
July 7, 2024
2
Sexually transmitted infections (STIs) are a substantial public health concern, particularly
among 13-19-year-olds. STIs disproportionately affect this group due to changing sexual habits,
insufficient sex education, and uneven access to prevention methods. Only 25% of sexually
active Americans are 15-24 years old, yet they account for half of new STI diagnoses (CDC,
2020). Adolescent STI prevention and management need targeted therapy. The project's
objective is to investigate how public STI prevention resources impact on knowledge and
attitudes of teens. The study will establish whether promoting testing, condoms and education
access promotes STI prevention. The research evaluates the knowledge and attitudes of teens
towards safer sexual activities in a bid to ascertain that preventive practices decrease the cases of
STI infection. The measures used are STI knowledge, preventive services use, and self-efficacy
in conducting safer sex practices. This study informs health practice and policy to reduce STIs in
young people and improves population health and quality of life for this vulnerable age group.
PICOT Question
In adolescents aged 13-19 years (P), how does access to publicly available STI
prevention resources (I) compared to limited access (C) influence knowledge and attitudes
towards STI prevention (O) over an 8-week period (T)?
Vulnerable Population
STIs are at a high frequency within the 13-19-year-old category due to many reasons,
including socioeconomic circumstantial determinants of health that affect their behavior and
access to care. One's class, education, and culture have much to do with the possibility of
acquiring an STI. Low-income teenagers may not be able to access appropriate knowledge for
comprehensive sex education and prevention if they are inferior, uninsured, or out of work. This
3
limitation can encourage deception and unsafe sexual practices, thereby heightening the risks of
acquiring STIs (Walensky, 2021).
Sexuality and STI norms in culture and society may potentially raise risk. Sexual health
is stigmatized in many communities, leading in inadequate knowledge and avoidance of
preventive treatment. This cultural climate makes it tougher for teens to make informed sexual
health decisions and get STI prevention. For instance, Hispanic and African American teens are
more affected by STIs than Caucasian teenagers (CDC, 2020).
Risk factors for STI prevention in adolescents include early sexual debut, inconsistent
condom use, having many sexual partners, and drug use. Considering the exposure and poor
prevention, teenagers engaged in such activities are more likely to develop STIs. Idaperéa
Monteiro et al. (2023) describe how inadequate parental supervision, peer influence, and media
exposure to risky behaviors may increase these risks, proving the impact of social and behavioral
determinants of adolescent sexual health.
These are issues that require interventions addressing socioeconomic determinants of
health that predispose an adolescent to STI acquisition. For this reason, a healthcare provider
may help an adolescent make informed decisions in matters concerning their sexual health by
participating in activities reducing socioeconomic disparities, funding relevant, culturally
appropriate education, and enhancing access to convenient and private care. This is of great
importance for the decrease of STIs among teenagers and the promotion of healthy, diverse
populations.
Literature Review
Recent peer-reviewed research shows several effective STI prevention techniques for
teenagers. Cannovo et al. (2024) stress the need for culturally sensitive and accessible sexual
4
health care and thorough STI testing and education for adolescents and young adults. Their
Macerata, Italy, research reveals that STI tests using swabs and blood are effective across age
groups and genders. Based on demographics and global comparisons, this approach diagnoses
prevalent STIs and offers prevention. Gogineni et al. (2021) stress STI screening and treatment
for U.S. teens. The MyVoice countrywide survey found that most teenagers and young adults are
willing to discuss STI care with their partners. It's possible to prioritize juvenile STI testing and
destigmatization.
Budiarti et al. (2024) point out that Indonesian teenagers' STD prevention knowledge,
attitudes, and behaviors are linked. Their correlational study demonstrates that comprehensive
sexual health education increases teens' STD awareness and prevention. This emphasizes the
necessity for sexual conduct education. These findings imply that teenagers should get
information, accessible testing, and culturally appropriate STI prevention. Community-based
outreach, school-based health education, and STI testing in routine healthcare have decreased
STI prevalence and improved long-term sexual health outcomes for adolescents globally.
.
Proposal
Education, resources, and community engagement are key to STI prevention for teens,
according to research. Using existing infrastructure, the effort will target schools and community
health centers for maximum impact. The intervention will standardize sexual health education
for 13-19-year-olds. STI prevention, contraception, and sexual decision-making will be covered.
Community nurses and school health educators will provide culturally sensitive and
developmentally appropriate programs. Teaching the software requires educational materials,
multimedia technologies, and educator training. Teachers, administrators, community leaders,
5
and healthcare professionals will be stakeholders, facilitating buy-in and support across
educational and healthcare contexts.
Community health centers will provide youth-friendly STI clinics to increase access.
These clinics will provide discreet STI testing, contraceptive advice, free condoms, and
educational brochures. Nurse practitioners and advanced practice nurses will staff these clinics,
assess, advise, and recommend additional therapy for adolescents. This initiative aims to reduce
teen stigma and ignorance about healthcare.
Intervention will be scheduled. Phase one curriculum development and stakeholder
involvement will last three months. Phase two includes six months of seminars and youth-
friendly clinics. Pre- and post-intervention surveys will evaluate adolescent STI prevention
knowledge, attitudes, and behaviors. Evaluation criteria include STI screening rates, condom use,
and sexual safety confidence.
This intervention is practical in advanced nursing because nurse practitioners may lead
educational activities, provide clinical care, and engage with community stakeholders. Clinical
skills and patient-centered approach may help nurses create trust and facilitate frank sexual
health discussions with teens. Working with school and community health initiatives promotes
sustainability and scalability, increasing adolescent health. This evidence-based intervention
helps teens make informed sexual health decisions by addressing STI prevention issues.
Theoretical Foundation
Stages of change Theory, more commonly known as the Transtheoretical Model (TTM),
supports behavior change, particularly in adolescent STI prevention. This notion defines
behavior modification as precontemplation, contemplation, preparation, action, and maintenance.
6
Information, beliefs, and environmental cues determine each stage's desire and motivation to
change behavior (Velicer et al., 1998).
TTM STI prevention in teens must address an assessment of readiness for behavior
change. Most teenagers are uninformed of the dangers of unprotected sexual conduct or ill-
informed, and most of them will be in either pre-contemplation or contemplation. As such, TTM
offers a chance to tailor teaching to the stages of teenagers. For instance, at precontemplation,
education can be provided on STIs and their effects while, at preparation and action, processes
for making decisions and how to carry out condom use and screening are offered (Karatana et al.,
2022).
Moreover, TTM stages denote the dynamic nature of adolescence and adolescent
behavior. Because of media, social interactions, and personal experience, adolescents' health
beliefs and practices related to sexuality may turn around overnight. TTM phases would help the
nurse and other healthcare professionals individualize their aid and advice with a teenager's
readiness for change. This sensitive population will need maintenance, checking, and
reinforcement that will sustain improvement in helpful responses without STI transmission. The
Transtheoretical Model enhances the theoretical and practical effectiveness of this intervention in
long-term behavior change regarding adolescent sexual health.
Conclusion
The public health has to address high rates of adolescent STIs, as they have long-term
effects on human well-being and healthcare systems. Based on the Transtheoretical Model, some
interventions provide teens with strategies for STI transmission prevention and upkeep of sexual
health. Quality sexual information, easily accessible health care, and community involvement
eliminate barriers to preventative care, promote informed decision-making, and hence may
7
decrease the cost of STI treatment and save a teen's life. Therefore, future studies should be
geared toward assessing the scalability, durability, long-term behavior change, and STI incidence
patterns of such therapies across communities and situations. Education-based initiatives that
make STI prevention increasingly common among teens around the globe should evolve in light
of cultural norms that are changing and other new requirements in health delivery.
8
References
Cannovo, N., Bianchini, E., Gironacci, L., Garbati, E., Di Prospero, F., Cingolani, M., Scendoni,
R., & Fedeli, P. (2024). Sexually Transmitted Infections in Adolescents and Young
Adults: A Cross Section of Public Health. International Journal of Environmental
Research and Public Health, 21(4), 501. https://doi.org/10.3390/ijerph21040501
CDC. (2020). Sexually transmitted disease surveillance 2020.
https://www.cdc.gov/std/statistics/2020/2020-SR-4-10-2023.pdf
Gogineni, V., Waselewski, M. E., Jamison, C. D., Bell, J. A., Hadler, N., Chaudhry, K. A.,
Chang, T., & Mmeje, O. O. (2021). The future of STI screening and treatment for youth:
a National Survey of youth perspectives and intentions. BMC Public Health, 21(1).
https://doi.org/10.1186/s12889-021-12091-y
Ida Peréa Monteiro, Flávia, C., João Paolo Bilibio, Pedro Sadi Monteiro, Giordana Campos
Braga, & Nitz, N. (2023). Prevalence of sexually transmissible infections in adolescents
treated in a family planning outpatient clinic for adolescents in the western Amazon.
Prevalence of Sexually Transmissible Infections in Adolescents Treated in a Family
Planning Outpatient Clinic for Adolescents in the Western Amazon, 18(6), e0287633–
e0287633. https://doi.org/10.1371/journal.pone.0287633
Karatana, O., Ergun, A., & Erol, S. (2022). The Effect of the Transtheoretical Model-Based
Healthy Youth Program on Sexual Health Knowledge and Behavior of College Women.
American Journal of Sexuality Education, 1–18.
https://doi.org/10.1080/15546128.2022.2086655
Tamara Nur Budiarti, Nisa Dewanti, Diana, M., & None Riesmiyatingdyah. (2024).
KNOWLEDGE, ATTITUDES, AND BEHAVIORS OF ADOLESCENTS IN
9
PREVENTING SEXUALLY TRANSMITTED DISEASES: A CORRELATIONAL
STUDY. Nurse & Health/Nurse and Health, 13(1), 156–162.
https://doi.org/10.36720/nhjk.v13i1.659
Velicer, W. F., Prochaska, J. O., Fava, J. L., Norman, G. J., & Redding, C. A. (1998). Detailed
Overview of the Transtheoretical Model Material adapted and updated for this Website
from. https://www.lungenordination.at/TTM.pdf
Walensky, R. (2021). Morbidity and mortality weekly report sexually transmitted infections
treatment guidelines, 2021 centers for disease control and prevention MMWR editorial
and production staff (serials) MMWR editorial board.
https://www.cdc.gov/std/treatment-guidelines/STI-Guidelines-2021.pdf
10
CapstonePartII.docx
Exercise Content
1. Feedback for learner 87/100
2. 7/8/24, 8:59 PM
3. You are on the right trach but need to focus on an educational program solely. You can't provide direct care to teen agers because it requires IRB. How will you measure the outcome of the proposal? You are measuring teen agers knowledge, focus on that. Do not deviated to clinics and treatment. Revise your PICOT for Part II, and III.
4.
Top of Form
CAPSTONE: PART II
1. Review of Literature
- Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.
2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.
3. Provide precise body of evidence for your Practice Change
4. Discuss objectives for your practice change
5. Discuss where the problem exists, why it exists, what is the preposition for change
6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem
NOTE: It should not reflect your opinion, but rather Evidence Based Practice should be applied
-After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.
-Use appropriate APA 7th Ed. format along with Syllabus outline
-Scholarly, peer-reviewed, and research articles cited should be within the last five years.
-This section should be 4-6 pages long (not including the title and reference page).
-Use proper in-text citations with a properly formatted reference list.
-All papers must be written in the 3rd person.
Capstone Part II
Bottom of Form
CapstonePartI_PICOTAssignment11.pdf
1
Capstone Part I: PICOT Assignment
Ernesto Cisneros
Florida National University
MSN Capstone Project-DBX-DL01
Dr. Carmen Lazo
July 7, 2024
2
Sexually transmitted infections (STIs) are a substantial public health concern, particularly
among 13-19-year-olds. STIs disproportionately affect this group due to changing sexual habits,
insufficient sex education, and uneven access to prevention methods. Only 25% of sexually
active Americans are 15-24 years old, yet they account for half of new STI diagnoses (CDC,
2020). Adolescent STI prevention and management need targeted therapy. The project's
objective is to investigate how public STI prevention resources impact on knowledge and
attitudes of teens. The study will establish whether promoting testing, condoms and education
access promotes STI prevention. The research evaluates the knowledge and attitudes of teens
towards safer sexual activities in a bid to ascertain that preventive practices decrease the cases of
STI infection. The measures used are STI knowledge, preventive services use, and self-efficacy
in conducting safer sex practices. This study informs health practice and policy to reduce STIs in
young people and improves population health and quality of life for this vulnerable age group.
PICOT Question
In adolescents aged 13-19 years (P), how does access to publicly available STI
prevention resources (I) compared to limited access (C) influence knowledge and attitudes
towards STI prevention (O) over an 8-week period (T)?
Vulnerable Population
STIs are at a high frequency within the 13-19-year-old category due to many reasons,
including socioeconomic circumstantial determinants of health that affect their behavior and
access to care. One's class, education, and culture have much to do with the possibility of
acquiring an STI. Low-income teenagers may not be able to access appropriate knowledge for
comprehensive sex education and prevention if they are inferior, uninsured, or out of work. This
3
limitation can encourage deception and unsafe sexual practices, thereby heightening the risks of
acquiring STIs (Walensky, 2021).
Sexuality and STI norms in culture and society may potentially raise risk. Sexual health
is stigmatized in many communities, leading in inadequate knowledge and avoidance of
preventive treatment. This cultural climate makes it tougher for teens to make informed sexual
health decisions and get STI prevention. For instance, Hispanic and African American teens are
more affected by STIs than Caucasian teenagers (CDC, 2020).
Risk factors for STI prevention in adolescents include early sexual debut, inconsistent
condom use, having many sexual partners, and drug use. Considering the exposure and poor
prevention, teenagers engaged in such activities are more likely to develop STIs. Idaperéa
Monteiro et al. (2023) describe how inadequate parental supervision, peer influence, and media
exposure to risky behaviors may increase these risks, proving the impact of social and behavioral
determinants of adolescent sexual health.
These are issues that require interventions addressing socioeconomic determinants of
health that predispose an adolescent to STI acquisition. For this reason, a healthcare provider
may help an adolescent make informed decisions in matters concerning their sexual health by
participating in activities reducing socioeconomic disparities, funding relevant, culturally
appropriate education, and enhancing access to convenient and private care. This is of great
importance for the decrease of STIs among teenagers and the promotion of healthy, diverse
populations.
Literature Review
Recent peer-reviewed research shows several effective STI prevention techniques for
teenagers. Cannovo et al. (2024) stress the need for culturally sensitive and accessible sexual
4
health care and thorough STI testing and education for adolescents and young adults. Their
Macerata, Italy, research reveals that STI tests using swabs and blood are effective across age
groups and genders. Based on demographics and global comparisons, this approach diagnoses
prevalent STIs and offers prevention. Gogineni et al. (2021) stress STI screening and treatment
for U.S. teens. The MyVoice countrywide survey found that most teenagers and young adults are
willing to discuss STI care with their partners. It's possible to prioritize juvenile STI testing and
destigmatization.
Budiarti et al. (2024) point out that Indonesian teenagers' STD prevention knowledge,
attitudes, and behaviors are linked. Their correlational study demonstrates that comprehensive
sexual health education increases teens' STD awareness and prevention. This emphasizes the
necessity for sexual conduct education. These findings imply that teenagers should get
information, accessible testing, and culturally appropriate STI prevention. Community-based
outreach, school-based health education, and STI testing in routine healthcare have decreased
STI prevalence and improved long-term sexual health outcomes for adolescents globally.
.
Proposal
Education, resources, and community engagement are key to STI prevention for teens,
according to research. Using existing infrastructure, the effort will target schools and community
health centers for maximum impact. The intervention will standardize sexual health education
for 13-19-year-olds. STI prevention, contraception, and sexual decision-making will be covered.
Community nurses and school health educators will provide culturally sensitive and
developmentally appropriate programs. Teaching the software requires educational materials,
multimedia technologies, and educator training. Teachers, administrators, community leaders,
5
and healthcare professionals will be stakeholders, facilitating buy-in and support across
educational and healthcare contexts.
Community health centers will provide youth-friendly STI clinics to increase access.
These clinics will provide discreet STI testing, contraceptive advice, free condoms, and
educational brochures. Nurse practitioners and advanced practice nurses will staff these clinics,
assess, advise, and recommend additional therapy for adolescents. This initiative aims to reduce
teen stigma and ignorance about healthcare.
Intervention will be scheduled. Phase one curriculum development and stakeholder
involvement will last three months. Phase two includes six months of seminars and youth-
friendly clinics. Pre- and post-intervention surveys will evaluate adolescent STI prevention
knowledge, attitudes, and behaviors. Evaluation criteria include STI screening rates, condom use,
and sexual safety confidence.
This intervention is practical in advanced nursing because nurse practitioners may lead
educational activities, provide clinical care, and engage with community stakeholders. Clinical
skills and patient-centered approach may help nurses create trust and facilitate frank sexual
health discussions with teens. Working with school and community health initiatives promotes
sustainability and scalability, increasing adolescent health. This evidence-based intervention
helps teens make informed sexual health decisions by addressing STI prevention issues.
Theoretical Foundation
Stages of change Theory, more commonly known as the Transtheoretical Model (TTM),
supports behavior change, particularly in adolescent STI prevention. This notion defines
behavior modification as precontemplation, contemplation, preparation, action, and maintenance.
6
Information, beliefs, and environmental cues determine each stage's desire and motivation to
change behavior (Velicer et al., 1998).
TTM STI prevention in teens must address an assessment of readiness for behavior
change. Most teenagers are uninformed of the dangers of unprotected sexual conduct or ill-
informed, and most of them will be in either pre-contemplation or contemplation. As such, TTM
offers a chance to tailor teaching to the stages of teenagers. For instance, at precontemplation,
education can be provided on STIs and their effects while, at preparation and action, processes
for making decisions and how to carry out condom use and screening are offered (Karatana et al.,
2022).
Moreover, TTM stages denote the dynamic nature of adolescence and adolescent
behavior. Because of media, social interactions, and personal experience, adolescents' health
beliefs and practices related to sexuality may turn around overnight. TTM phases would help the
nurse and other healthcare professionals individualize their aid and advice with a teenager's
readiness for change. This sensitive population will need maintenance, checking, and
reinforcement that will sustain improvement in helpful responses without STI transmission. The
Transtheoretical Model enhances the theoretical and practical effectiveness of this intervention in
long-term behavior change regarding adolescent sexual health.
Conclusion
The public health has to address high rates of adolescent STIs, as they have long-term
effects on human well-being and healthcare systems. Based on the Transtheoretical Model, some
interventions provide teens with strategies for STI transmission prevention and upkeep of sexual
health. Quality sexual information, easily accessible health care, and community involvement
eliminate barriers to preventative care, promote informed decision-making, and hence may
7
decrease the cost of STI treatment and save a teen's life. Therefore, future studies should be
geared toward assessing the scalability, durability, long-term behavior change, and STI incidence
patterns of such therapies across communities and situations. Education-based initiatives that
make STI prevention increasingly common among teens around the globe should evolve in light
of cultural norms that are changing and other new requirements in health delivery.
8
References
Cannovo, N., Bianchini, E., Gironacci, L., Garbati, E., Di Prospero, F., Cingolani, M., Scendoni,
R., & Fedeli, P. (2024). Sexually Transmitted Infections in Adolescents and Young
Adults: A Cross Section of Public Health. International Journal of Environmental
Research and Public Health, 21(4), 501. https://doi.org/10.3390/ijerph21040501
CDC. (2020). Sexually transmitted disease surveillance 2020.
https://www.cdc.gov/std/statistics/2020/2020-SR-4-10-2023.pdf
Gogineni, V., Waselewski, M. E., Jamison, C. D., Bell, J. A., Hadler, N., Chaudhry, K. A.,
Chang, T., & Mmeje, O. O. (2021). The future of STI screening and treatment for youth:
a National Survey of youth perspectives and intentions. BMC Public Health, 21(1).
https://doi.org/10.1186/s12889-021-12091-y
Ida Peréa Monteiro, Flávia, C., João Paolo Bilibio, Pedro Sadi Monteiro, Giordana Campos
Braga, & Nitz, N. (2023). Prevalence of sexually transmissible infections in adolescents
treated in a family planning outpatient clinic for adolescents in the western Amazon.
Prevalence of Sexually Transmissible Infections in Adolescents Treated in a Family
Planning Outpatient Clinic for Adolescents in the Western Amazon, 18(6), e0287633–
e0287633. https://doi.org/10.1371/journal.pone.0287633
Karatana, O., Ergun, A., & Erol, S. (2022). The Effect of the Transtheoretical Model-Based
Healthy Youth Program on Sexual Health Knowledge and Behavior of College Women.
American Journal of Sexuality Education, 1–18.
https://doi.org/10.1080/15546128.2022.2086655
Tamara Nur Budiarti, Nisa Dewanti, Diana, M., & None Riesmiyatingdyah. (2024).
KNOWLEDGE, ATTITUDES, AND BEHAVIORS OF ADOLESCENTS IN
9
PREVENTING SEXUALLY TRANSMITTED DISEASES: A CORRELATIONAL
STUDY. Nurse & Health/Nurse and Health, 13(1), 156–162.
https://doi.org/10.36720/nhjk.v13i1.659
Velicer, W. F., Prochaska, J. O., Fava, J. L., Norman, G. J., & Redding, C. A. (1998). Detailed
Overview of the Transtheoretical Model Material adapted and updated for this Website
from. https://www.lungenordination.at/TTM.pdf
Walensky, R. (2021). Morbidity and mortality weekly report sexually transmitted infections
treatment guidelines, 2021 centers for disease control and prevention MMWR editorial
and production staff (serials) MMWR editorial board.
https://www.cdc.gov/std/treatment-guidelines/STI-Guidelines-2021.pdf
10
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