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Reasoned Abstinence Plus. Focus group: 15-18 y/o Female Hispanic and African American RAP will be presented for implementation to the SHAC of zip codes : 79403 and 79412 Abstinence-plus was found to be more effective than abstinence-only with youth already engaged in sexual activity.
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Reasoned Abstinence Plus • Focus group: 15-18 y/o Female Hispanic and African American • RAP will be presented for implementation to the SHAC of zip codes: 79403 and 79412 • Abstinence-plus was found to be more effective than abstinence-only with youth already engaged in sexual activity. • School-based programs allow for abstinence teaching, and condom use education, but restrict distribution of condoms when instruction occurs. • Theory-of Reasoned Action, used as the theoretical framework. • In coordination with the School Health Advisory Committee (SHAC) the proposed intervention will include abstinence-plus • supports the AACN essentials of DNP education: • V. Health Care Policy for Advocacy in Health Care • VII. Clinical Prevention and Population Health for Improving the Nation’s Health
School Health Advisory Council • Title 2, Chapter 38, Section 38.013 of the Texas Education Code.. Retrieved from: tlo2.tlc.state.tx.us/statutes/ed.toc.htm
Theory of Reasoned Action • Poss, J. (2001). Developing a New Model for Cross-Cultural Research: Synthesizing the Health Belief Model and the Theory of Reasoned Action. Advances in Nursing Science. 23(4), 1-15
Goals & Objectives • Promote a value of safer sex, including abstinence • Improve their ability to negotiate abstinence/safer-sex practices • Increase their ability to use condoms correctly • Have stronger intentions to use condoms if they have sex • Have a lower incidence of Chlamydia/STD or sexual risk-taking behavior • Take pride in choosing responsible sexual behaviors
Content outline • Module 1: Getting to Know You and Steps to Making Your Dreams Come True. • Module 2: The Consequences of Sex: STD/Chlamydia • Module 3: Attitudes and Beliefs about Chlamydia and STD and condom use • Module 4: Strategies for preventing Chlamydia infection: Stop, Think and Act • Module 5: The consequences of Sex: STD and correct condom use • Module 6: The consequences of sex: Chlamydia infection and complications ( PID, infertility) • Module 7: Developing condom use and negotiation skills • Module 8: Role-Plays: refusal and negotiation skills.
Methods for evaluation • Design: questionnaires at 3,6,12 months after intervention • Initial measures : Chlamydia cases and risk-associated behaviors. • Secondary measures: knowledge, beliefs, norms , intentions and self efficacy
Expected outcomes • The participants who receive the RAP program should have safer-sex scores compared general population group • More consistent condom use and less unprotected sex in the three months after the intervention than did those in general population • Higher frequency of condom use at the three, six and twelve month follow-up sessions than their counterparts in the general group • RAP should similarly model the Making Proud Choices program in reaching out to sexually experienced adolescents. For instance, among participants in the intervention students in the RAP program should achieve: • less sexual intercourse in the previous three months at the six month (p<.001) and 12 month (p=.002) follow-up than their counterparts in the general populationv (p<.03). In addition, they are expected to have less unprotected sex at all three follow-up session than the control group (p<.03)
