Assigment .Apa seven . All instructions attached.

Literature Review

Ernesto Cisneros Florida National University

MSN Capstone Project-DBX-DL01

Dr. Carmen Lazo July 21, 2024

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Literature Review

Cegolon et al. (2022) findings show that higher levels of STI Make sure this was already presented on your PICOT, STI acrony mknowledge paradoxically correlated with an increased risk of STIs despite limited knowledge of STI prevention methods among youths. The study indicates that raising knowledge without efficient educational actions will not improve preventive behaviors. The findings of the study also call for the indigenization of STI prevention resources and information, given the disparities that were evidenced by students from different education levels and cultural backgrounds about their STI knowledge and preventive behaviors. The results suggest that STI prevention materials and sexuality education must be improved to improve adolescents' knowledge and attitudes toward STI prevention. Trent et al. (2021) revealed that joint health education and counseling targeting sexually active dyads can have a comparably robust impact on sexual risk decision-making and practices, including condom use. Such improvements in communication of the partners and collaborative decision- making provide signs of how STI prevention literature available to the public affects adolescents' knowledge and perceptions. The results add credence to the idea that the acquisition of extensive dyadic STI prevention resources, rather than restricted access to such resources, contributes to the enhancement of the recipient's sexual health literacy and behaviors in the long run (Trent et al., 2021). Thus, greater availability of structurally enhanced STI preventive interventions may improve adolescents’ knowledge and perceived norms regarding STI prevention.

According to Walchonski (2020), abstinence-only education is the least effective in promoting healthy sexual behaviors when compared with cognitive behavioral interventions and parent-teen dyads that are comprehensive sexual education. Abstinence-only education is valuable but is generally devoid of key health information and, above all, tends to be found less effective for setting such an unrealistic expectation. However, nonconsistency in the quality of

education being taught and self-reported behaviors might bias the elasticity of the findings. Studies have not been replicated with similar educational frameworks, further limiting the strength of the evidence. The study by Melo et al. (2022) reveals that students at a university practice risky sexual behaviors involving inconsistent use of condoms with regular and casual sexual partners, yet at the same time report a high prevalence of never having been tested for HIV. In most cases, female participants aged 18-23 years appeared to show low compliance with condom use, therefore becoming susceptible to STIs. Most noteworthy in this study is the repressed need to enhance university STI testing and education. It showed that early sexual activity and inadequate sex health education and testing increase STI risks (Melo et al., 2022).

Findings are supported by broader research showing inconsistent sexual health practices and limited educational resources as some of the major contributors to STI risks in young people. Jefferson et al. (2021) found that live, interactive STI presentations boost students' understanding because the posttest reveals a substantially higher degree of knowledge than the pretest. Students' knowledge tests showed minimal STI awareness at the start of the study, but the educational intervention improved it (Jefferson et al., 2021). However, the minor improvement in achievement suggests more educational material and possibly presenting type adjustments. The results show that schools should teach STI knowledge and use several teaching strategies to improve STI education.

Senior high school teenagers had high STI knowledge for HIV/AIDS and gonorrhea but not for syphilis or trichomoniasis (Koray et al., 2022). Most respondents knew how STIs are

spread and their symptoms, but not their implications. The study emphasizes the significance of proper STI education, including information about the many STIs and their unknown effects, to improve adolescents' awareness in this sector. The fact that people with high STI knowledge were mostly likely to have lived with a mother suggests that family structure and dynamics affect SE delivery (Koray et al., 2022). Thus, the study recommends improving school health initiatives and involving parents in STI and sexual health prevention.

Cegolon et al. (2022) found that online sexual curriculum improved sexual health awareness and behaviors in sexually experienced adolescents but had no effect on those who had never had sexual intercourse. This suggests that publicly available comprehensive STI prevention information may improve risky behavior knowledge and attitudes among those currently engaging. It notes that the therapies were not sustained, reducing these benefits (Cegolon et al., 2022). Continual or accessible STI prevention resources will allow valid conclusions about their long-term effects on teenage knowledge and attitudes. Al-Gburi et al. (2023) found moderate-high general knowledge increased by STI acquaintance. The poll found that registrants were unaware of systemic STIs, HIV vaccine misconceptions, trichomoniasis, and chlamydia. Despite its popularity, HIV/AIDS transmission, prevention, and healing were misunderstood. School sex education and public health efforts were generally supported, but negative views about STI-infected people and patient barriers like sensitivity and religious concerns persisted. Online information showed the need for reputable sources and more thorough educational programs to address knowledge gaps and negative attitudes and improve STI prevention and management (Al-Gburi et al., 2023).

A cross-sectional study by O’Byrne et al. (2021) with the aim of assessing the amount of efficiency of a personalised nurse-led PrEP clinic in Ottawa, Canada. This paper describes a cross-sectional study carried out in order to evaluate the possibilities of implementing the strategy of task-shifting HIV prevention to public health nurses. In the 21-month study, the clinic provided health care to 186 and out of these, 84 were exclusively attended to by the nurse. 5% of visits. They observed 90% of the patients were using the STI screening services, 88% of the patients were regularly using PrEP and adopting the treatment and care services with high levels of satisfaction. Most importantly, there were no cases of HIV seroconversion in any of the patients during the course of the study. The researchers acknowledged that the nurse-led PrEP services are safe, efficient, and acceptable among the patients. This model could hold the opportunities of expanding the coverage of HIV preventive services, especially in the regions with scarce physicians. The study draws information to the important part that nurses can play in the context of STI prevention and education and using these findings, argues that there could be meritorious virtue in the extension of this function.

Sunil et al. (2023) noted that STI prevention resource access affects adolescent knowledge and attitudes. The results showed that high schoolers knew little about STIs including how they are spread and their symptoms. This suggests a need for more accurate STI prevention resources. Access to sources, notably public speeches and health workers, improves STI knowledge. Older students, those from certain school types, and those who used the internet for information had greater STI knowledge, suggesting focused, accessible educational input to enhance preventive awareness (Sunil et al., 2023). Thus, the study justifies completing publicly available STI prevention resources to enhance teenage knowledge and attitudes in 8 weeks.

Riddell et al. (2024) noted that campaigns with high social marketing complexity, including messages with distinction and recipients' features, were more efficient in promoting STI testing. The paper proves that the traditional self-service STI prevention information could be complemented by appealing social marketing campaigns that better match adolescents' learning needs and cognitive predispositions. The study presented findings that use social marketing strategies to make targeted intervention materials more appealing and relevant, demonstrating that more accessible STI prevention information can significantly impact adolescents' STI- related behaviors and perceptions over time.

Strengths and weaknesses

The literature review reveals strengths and weaknesses in adolescent STI prevention interventions. Cegolon et al. (2022) note that increasing STI knowledge increases risk, emphasizing the necessity for culturally appropriate education. Trent et al. (2021) show that collaborative health education and counseling work, emphasizing the need for dyadic resources. Walchonski (2020) calls for stronger cognitive-behavioral therapies to address the unreasonable expectations and poor quality of abstinence-only teaching. Melo et al. (2022) find risky behavior and low STI testing rates in university students, highlighting the need for better education and testing. Interactive presentations increase knowledge, although Jefferson et al. (2021) recommend more thorough educational tools. Koray et al. (2022) stress family involvement and school health programs. Al-Gburi et al. (2023) note knowledge gaps and the necessity for reliable sources to overcome myths. Sunil et al. (2023) recommends accurate, accessible STI prevention resources to improve teenage knowledge and attitudes. Finally, Riddell et al. (2024) show that high-complexity social marketing campaigns can promote STI testing, demonstrating the potential of personalized treatments. These studies underline the significance of comprehensive, culturally appropriate, and accessible STI prevention materials. Still, they also show gaps in persistent educational efforts, the need for teenage co-design, and educational framework limits.

studies show that there are gap and challenges affecting the effectiveness of STI education programs. For example, Walchonski (2020) stated that abstinence-only education in most cases fails because of the high standards of celibacy and scarce knowledge. Cultural beliefs and religion can also become sources of hinderance when delivering STI education which has been espoused by Al-Gburi et al. (2023). Further, Cegolon et al. (2022) continued our identification by stating that People’s awareness rise but does not necessarily enhance the risk-avoiding practices in the working environment significantly. Melo et al. (2022) observed that although campaigns were carried out to enhance students’ knowledge, stats such as inconsistent use of condoms among university students highlight that knowledge is not enough when it comes to the required behavioral alterations. These results also emphasize the importance for designing, implementing and evaluating more comprehensive, culturally tailored and long-erm educational programs that also target the knowledge-deficit as well as the attitudes and practices.

References

Al-Gburi, G., Al-Shakarchi, A., Al-Dabagh, J. D., & Lami, F. (2023). Assessing knowledge, attitudes, and practices toward sexually transmitted infections among Baghdad undergraduate students for research-guided sexual health education. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1017300

Cegolon, L., Bortolotto, M., Bellizzi, S., Cegolon, A., Bubbico, L., Pichierri, G., Mastrangelo, G., & Xodo, C. (2022). A survey on knowledge, prevention, and occurrence of sexually transmitted infections among freshmen from Four Italian Universities. International Journal of Environmental Research and Public Health, 19(2), 897. https://doi.org/10.3390/ijerph19020897

Jefferson, I. S., Robinson, S. K., Tung-Hahn, E., Schumann, R., Marrero-Conti, S., Walton, J. M., Golden, E., Poon, E., Alam, M., & Tung, R. (2021). Assessing and improving the knowledge of sexually transmitted infections among high school adolescents.

Dermatology Research and Practice, 2021, 1–6. https://doi.org/10.1155/2021/6696316 Koray, M. H., Adomah-Afari, A., Punguyiri, D., & Naawa, A. (2022). Knowledge of sexually

transmitted infections among senior high school adolescents in the Wa Municipality of Ghana. Global Health Journal, 6(2). https://doi.org/10.1016/j.glohj.2022.04.002

Melo, L. D., Sodré, C. P., Spindola, T., Martins, E. R. C., Oliveira André, N. L. N., & Motta, C.

V. V. (2022). A prevenção das infecções sexualmente transmissíveis entre jovens e a importância da educação em saúde. Enfermería Global, 21(1), 74–115. https://doi.org/10.6018/eglobal.481541

O'Byrne, P., Vandyk, A., Orser, L., & Haines, M. (2021). Nurse-led PrEP-RN clinic: a prospective cohort study exploring task-Shifting HIV prevention to public health nurses.  BMJ open,  11(1), e040817.

Riddell, J., Cleary, A., Dean, J. A., Flowers, P., Heard, E., Inch, Z., Mutch, A., Fitzgerald, L., & McDaid, L. (2024). Social marketing and mass media interventions to increase sexually

transmissible infections (STIs) testing among young people: social marketing and visual design component analysis. BMC Public Health, 24(1). https://doi.org/10.1186/s12889- 024-18095-8

Sunil, G., Prathap, P., Asokan, N., & Sajna, M. (2023). Assessment of knowledge regarding sexually transmitted infections among high school students in an educational sub-district in Southern India—A cross-sectional study. Indian Journal of Dermatology, Venereology, and Leprology, 90, 419–419. https://doi.org/10.25259/ijdvl_978_2021

Thongnopakun, S., Manwong, M., Rodjarkpai, Y., Wattanaburanon, A., & Visanuyothin, S. (2022, August 12). The effects of the “Our Love, Our Control” online program on sexual health literacy (SHL) and behaviors in preventing unintended pregnancy and sexually transmitted diseases (STDs) among adolescents in agricultural areas during COVID-19 outbreak in Thailand. F1000research.com. https://f1000research.com/articles/11-929

Trent, M., Yusuf, H. E., Matson, P., Rowell, J., Toppins, J., Woods, C., Huettner, S., Robinson, C., Fields, E., Marcell, A., & DiClemente, R. (2021). Dyadic Intervention for Sexually Transmitted Infection Prevention in urban adolescents and young adults (The SEXPERIENCE Study): Protocol for a randomized controlled trial (Preprint). JMIR Research Protocols. https://doi.org/10.2196/29389

Walchonski, C. (2020). Cornerstone: A collection of scholarly cornerstone: a collection of scholarly and creative works for Minnesota and creative works for best youth education methods for sexually transmitted infection best youth education methods for sexually transmitted infection prevention. https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi? article=1974&context=etds