The topic of the class is sexual health. During this class, students will be presented an opportunity to improve their understanding of central challenges in sexual health promotion, racial and socioeconomic disparities in sexual health, and fundamental principles of health promotion. The class is suitable for first-year students and is placed on the mid-program level.
Method of Delivery
The class will be delivered using a PowerPoint presentation narrated by the instructor. Besides, students will be provided with handouts, including presentation slides and suggested resources for further learning. The handouts can be used for taking notes on each slide of the presentation.
Five primary learning objectives for the class include:
Students will be able to outline the main issues in sexual health;
Students will acknowledge physical, emotional, and economic burden associated with sexual health problems in the United States;
Students will be able to link sexual health issues with racial and socioeconomic disparities and explain the connection in detail;
Students will gain a thorough understanding of challenges in sexual health promotion efforts;
Students will be able to develop effective programs and action plans for sexual health promotion.
The content of the class will include the following:
Key issues in sexual health evident in developed countries, including sexually-transmitted infections, HIV/AIDS, and reproductive issues (WHO, 2018). In addition, the class will explain the relevance of sexual violence and lack of sexual health knowledge to the topic, as these are among the key concerns in sexual health initiatives (WHO, 2018).
The impact of sexual health problems on individuals, communities, and the healthcare sector in general.
Racial and socioeconomic disparities associated with sexual health in the United States. For instance, racial disparities are evident in the burden of sexual health problems (Friedman, Uhrig, Poehlman, Scales, & Hogben, 2014).
Main challenges in health promotion efforts and examples of evidence-based health promotion strategies.
Teaching Strategies and Learning Activities
The main method of teaching that will be used by the instructor is the Meaningful Learning approach, as outlined by Mello, Alves, and Lemos (2014). This method emphasizes the importance of connecting new information with previous knowledge. As part of the lecture, students will be asked to share their experience with the problems or barriers discussed. As the class will occur on the mid-program level, the instruction should seek to make references to previous topics and subjects, as well as situations that students might have encountered in practice.
This method is effective and requires no additional resources; however, it may be difficult to engage all students. Another teaching strategy that will be used is visual support. The presentation will offer visuals to help students understand trends in sexual health. Visuals assist in representing numerical information, such as rates of diseases and economic costs. Nevertheless, one drawback of using visuals is that they might be difficult and time-consuming to create.
Accounting for individual learning differences is essential to promote understanding. The proposed teaching plan will be suitable both for visual and auditory learners, as it includes both text and visual support. In addition, the Mindful Learning approach allows connecting concepts to individual experiences, thus also supporting individual learning.
The class will use a combination of formative and summative assessment methods to ensure that the students achieved class objectives. Formative assessment will include a discussion, whereas summative assessment will be based on a written assignment. In the written assignment, the students will be required to develop and provide a rationale for community-based sexual health promotion activities to target a specific problem in sexual health (e.g., intimate partner violence, STI, HIV/AIDS, teenage pregnancy, etc.). The rubric for the assignment is presented in Table 1.
Table 1. Rubric for the written assignment.
|Structure of the work||10||8||5||3|
|Understanding of the topic||30||25||20||10|
|Evidence of cultural competency||20||15||10||5|
|APA formatting and citations||10||8||5||3|
Friedman, A. L., Uhrig, J., Poehlman, J., Scales, M., & Hogben, M. (2014). Promoting sexual health equity in the United States: Implications from exploratory research with African-American adults. Health Education Research, 29(6), 993-1004.
Mello, C. D. C. B., Alves, R. O., & Lemos, S. M. A. (2014). Methods of health education and training: Literature review. Revista CEFAC, 16(6), 2015-2028.
World Health Organization (WHO). (2018). Sexual health issues. Web.