Population Demographics and Health Concerns

Population Demographics and Health Concerns

Assessment Description
Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Write a 750-1,000-word paper that describes your PICOT.

1. Describe the population’s demographics and health concerns.
2. Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
3. Compare your intervention to previous practice or research.
4.Explain what the expected outcome is for the intervention.
5. Describe the time for implementing the intervention and evaluating the outcome.
6. Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
7. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
8. Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing.
Include the completed checklist as the final appendix at the end of your paper.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite at least four to six peer-reviewed sources to complete this assignment.

Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Population Demographics and Health Concerns

Benchmark – Evidence-Based Practice Project: PICOT Paper

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Benchmark – Evidence-Based Practice Project: PICOT Paper
Population Demographics and Health Concerns
The population of interest consists of male and female teenagers and young adults aged 15-24 years because sexually transmitted infections are rising, especially in adolescents. As of 2018, the CDC records an estimated 26 million people newly infected with an STI in the United States, half of them youth aged 15-24 (CDC, 2021). New data shows that STD cases are still high despite the pandemic, with gonorrhea, syphilis, and congenital syphilis as the most prevalent STDs (CDC, 2022). This healthcare issue costs the government close to 16 billion dollars in direct medical costs each year; hence finding suitable solutions is of utmost importance.
Proposed Evidence-based Intervention
Interventions to reduce the prevalence of STDs follow the recommendations according to the international bodies, after which specific countries model them to fit their contexts. One of the CDC recommendations for primary prevention is education. Using peer-driven STI prevention education can influence the difference in infection rates. Peer education is sharing knowledge and experiences among group members with similar concerns and who want to achieve better health outcomes (Akuiyibo et al., 2021). The basis of peer education is that passage of sensitive information is easier among individuals of the same age bracket. Peer education programs play an important role in reducing infections because access to the right knowledge prevents risky behavior. The method enhances knowledge, builds attitude, promotes behavior modification, and shares various skills relevant to promoting healthy behavior.
Peers with access to reproductive health data can share the knowledge with peers, which would lead to behavior modification and change in attitude. Young people rarely talk to adults about sensitive matters and prefer sharing the knowledge with their age mates. Peer education thus provides a good platform to spread information about awareness of STDs, including the causes, transmission, risk factors, and prevention to ensure that adolescents and young adults do not participate in any way in the continuity of the diseases. Primary prevention using peer education disseminates knowledge on various STDs, self-awareness and safe sex practice for those in sexual relationships, gender equality, and preventing stigma for those infected. In addition to providing information, peer education sessions create a safe environment for teenagers and young adults to express themselves, lowering the infection rate. The goal of peer education is to spread information about STDs to prevent their spread resulting from lack of information. Various studies back the positive results.
Comparison of Intervention to Previous Research
Several types of research document positive results after using peer education programs to reduce the prevalence of STD infection. On the same note, STI education provided by nurses or healthcare providers also reduces infection. Nurses are frontline workers that aim to provide holistic service to their patients (Henderson et al., 2020). Both peer and nurse education has positive results despite the different approaches. The difference is in the number of success stories because peer education has more positive results. Nurses provide teenagers and young adults with care in a wide range of settings, from community to school, hospitals, critical care clinics, and many more. Nurses can use their unique experiences and skills to offer insight into the challenges adolescents face.
A review conducted by the US preventive services task force sourced data from randomized controlled trials and ongoing surveillance from 2014 through May 2020 on the effectiveness of behavioral interventions to prevent the spread of STDs. They measured the effectiveness of using frontline workers to disseminate knowledge through counseling and behavioral interventions to adolescents and young adults aged 12-25 years in primary care settings (Henderson et al., 2020). The results showed that there was a significant reduction in the STI incidence, difference in acquisition within groups at baseline and after intervention, and behavioral change outcomes that resulted in reduced STI infections (Henderson et al., 2020). Nurses can thus share information about transmission, risky behavior, and sexual and reproductive health. They would thus influence the outcomes of decisions adolescents take by ensuring they have the required information.
Expected Outcome of Intervention
The expected outcome after the intervention should be that the teenagers and young adults show excellent knowledge of the spread of STDs, prevalence, risky behavior, and ways of avoiding situations that predispose them to contract STDs. Additionally, the target group should display a robust sense of self-awareness, boosted self esteems, and behavioral changes. In the long run, healthcare providers should report a lower rate of teenagers and young adults infected with STIs.
Time Estimated for Implementing Intervention and Evaluating Outcome
The project should take a three-pronged approach to conduct pre-intervention, intervention, and post-intervention surveys. Before the intervention, peers should conduct a survey to test the knowledge of the group. They should implement the intervention using various platforms like group meetings and discussions to ensure the target population receives all the necessary information. Researchers should provide material, visuals, and all relevant data to ensure the intervention proceeded without setbacks. Evaluation of the outcome would be through asking for feedback on knowledge gained during the intervention and a reduction in the number of teenagers and young adults infected with STDs. The whole project, from implementation to evaluation of outcome, should thus run for a year.
Application of Data to Support Population Health Management
Nursing science is applicable in managing the adolescent and young adult population b providing care to individuals, groups, and communities (Wilkins et al., 2022). Nursing also provides a platform to collect all the relevant information by combining their communication skills using electronic management tools. In addition, they support consumer health practices by making sure they elaborate on why certain behaviors are considered a risk. In contrast, others are shunned (“4 key roles for nurses in population health management,” 2021). In addition, nursing science provides a platform where theory meets practice, and nurses become the primary care partner for most patients.
Social determinants of health in this population include family characteristics that can be protective or risk factors, ethnicity, economic advantage, culture, sexual experience, age group, social isolation, and physical environment (Bauman et al., 2021). Family plays a major role in predicting sexual behavior because individuals that come from families who have open conversations with their children about sexual behaviors are less likely to engage in risky behavior compared to those that do not have any conversation, have poor education, and have flayed family structures. Additionally, sexually risky behavior is high among youth who use illicit drugs, perform poorly in classrooms, and adjust poorly socially, and low in those who show a positive attitude towards life. Knowledge of these factors enables healthcare providers to make informed decisions depending on the group characteristics.
Epidemiologic factors that influence adolescent health management are population risks. Individual illnesses cannot be distinguished from the population; hence healthcare workers should determine the risks when addressing any illness. For instance, if a population has a great prevalence of youth infected with STDs, healthcare providers ask why the rates are high in addition to treating the disease. In doing so, they address the underlying issue. An example of an answer would be that most youths engage in sexual activities. The answer would prompt more answers like what kind, protected or unprotected, with how many partners, what activities, and many more. Answers to these questions would thus provide the basis for interventions, as they would be addressing the health concerns.
Genetic data provide information that healthcare workers use to identify vulnerable groups in the population. Genetic data cannot change for individuals; hence, having a glimpse of individuals susceptible to a particular STD informs the decisions concerned stakeholders need to take. Healthcare workers can also use genomic data to influence the implementation of policies that use genomic-based approaches to prevent the spread of STDs.
When developing the strategies, peer educators should note that risk is a continuum and that there is no clear distinction between disease preferences. Diseases can easily move from the infected to the healthy population, and they should thus watch out for situations that can make it impossible to implement intervention measures. Additionally, they should tailor strategies to address a broad scope of the population and not just the extremities because most problems usually arise from the bulk of the population. 
4 key roles for nurses in population health management. (2021, April 22). Regis College Online. https://online.regiscollege.edu/blog/4-roles-nurses-population-health-management/
Akuiyibo, S., Anyanti, J., Idogho, O., Piot, S., Amoo, B., Nwankwo, N., & Anosike, N. (2021). Impact of peer education on sexual health knowledge among adolescents and young persons in two north western states of Nigeria. Reproductive Health, 18(1). https://doi.org/10.1186/s12978-021-01251-3
Bauman, L. J., Watnick, D., Silver, E. J., Rivera, A., Sclafane, J. H., Rodgers, C. R., & Leu, C. (2021). Reducing HIV/STI risk among adolescents aged 12 to 14 years: A randomized controlled trial of project prepared. Prevention Science, 22(8), 1023-1035. https://doi.org/10.1007/s11121-021-01203-0
CDC. (2021, January 25). STI prevalence, incidence, and cost estimates. Centers for Disease Control and Prevention. https://www.cdc.gov/std/statistics/prevalence-incidence-cost-2020.htm
CDC. (2022, April 18). Sexually transmitted disease surveillance, 2020. Centers for Disease Control and Prevention. https://www.cdc.gov/std/statistics/2020/default.htm
Henderson, J. T., Senger, C. A., Henninger, M., Bean, S. I., Redmond, N., & O’Connor, E. A. (2020). Behavioral counseling interventions to prevent sexually transmitted infections. JAMA, 324(7), 682. https://doi.org/10.1001/jama.2020.10371
Wilkins, N. J., Rasberry, C., Liddon, N., Szucs, L. E., Johns, M., Leonard, S., Goss, S. J., & Oglesby, H. (2022). Addressing HIV/Sexually transmitted diseases and pregnancy prevention through schools: An approach for strengthening education, health services, and school environments that promote adolescent sexual health and well-being. Journal of Adolescent Health, 70(4), 540-549. https://doi.org/10.1016/j.jadohealth.2021.05.017

Population Demographics and Health Concerns

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