scholarly journals An Implementation Evaluation of A Comprehensive Sex Education Program in a Rural Indiana County

2020 ◽  
Vol 3 ◽  
Author(s):  
Lauren Estes ◽  
Carolyn Meagher ◽  
Monique Hensley ◽  
Abby Hunt ◽  
Cory Wuerch ◽  
...  
Keyword(s):  
Public Health ◽  
Rural Communities ◽  
Sex Education ◽  
Rural Community ◽  
Education Program ◽  
Teen Pregnancy ◽  
Evidence Based ◽  
Community Readiness ◽  
Implementation Framework ◽  
Comprehensive Sex Education

Background and Objective: Rural teen pregnancy is a significant public health problem, yet there are no evidence-based prevention programs (EBPs) developed for rural communities. Little is known about the process of implementing and adapting EBPs for rural communities. An implementation science framework is a useful way to methodologically examine EBPs replicated in new contexts. Specifically, the Evaluation, Preparation, Implementation, Sustainment (EPIS) framework was utilized for this project. The purpose of this study is to describe the challenges and sucesses in the implementation of EBPs in a rural community.  Project Methods: Youth RISE! is a federally funded, evidence based, community-wide sex education program implemented in Clinton County, Indiana. Qualitative interviews were conducted with key stakeholders involved in implementing the program (n=22). Participants fulfilled diverse roles such as school administrators, teachers, local program partners, and the grantor. These interviews, conducted in-person or via telephone in 2018 and via Zoom in 2020, were subsequently transcribed, coded and analyzed using thematic analysis.  Codes were developed from the EPIS implementation framework and an initial review of transcripts and field notes.  Results: Participants described the Youth RISE! Program as overwhelmingly successful. Qualitative analysis revealed three central themes of Community Readiness, Transparency, and Buy-In. Community readiness included timing, involvement of trusted community partners, and framing teen pregnancy as a public health issue rather than a values issue. Transparency included frequent communication between all parties, positive messaging, and a strong presence in the community. Buy-in included parent, teacher, and school administration support as well as maintaining equal partnerships between the community, school, and partner agencies.  Conclusion and Potential Impact: Contrary to popular beliefs, this rural community was willing to implement comprehensive sex education programs in its schools. This data may be used to inform future implementation of EBPs in rural communities.  

scholarly journals Balancing Student Sex Education Needs with Community Preferences: A Qualitative Study in Rural Indiana

2020 ◽  
Vol 3 ◽  
Author(s):  
Sarah Hoseus ◽  
Carolyn Meagher ◽  
Rebecca James ◽  
Doug Cope-Barnes ◽  
Mary Ott
Keyword(s):  
Rural Communities ◽  
Parent Education ◽  
Sex Education ◽  
Teen Pregnancy ◽  
Community Outreach ◽  
Administrator Support ◽  
Making A Difference ◽  
Building Community ◽  
Field Notes ◽  
Ebp Implementation

Background and Purpose: Rural youth experience high rates of teen pregnancy. Despite this increased health risk, little data exist on evidence-based sex education programs (EBPs) in rural communities. Using the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, we describe the challenges and community-derived solutions in implementing an EBP in rural Indiana schools, providing insight on rural EBP implementation.     Methods: As part of a larger federally funded implementation project, an abstinence focused EBP (Making a Difference! and Guiding Good Choices) was taught at middle schools located in twelve counties in rural southern and eastern Indiana. Three community agencies implemented the curriculum over three years. Afterwards, SH and CM conducted interviews of the agency partners (n=13) and of key school stakeholders (n=6). Interviews were conducted via Zoom, audio-recorded, transcribed, field notes written, and all data analyzed using thematic analysis. Codes were developed from the EPIS framework and included outer contexts of communities, inner contexts of schools, preparation activities, implementation, and potential sustainability. We asked participants to identify challenges and solutions.     Results: Challenges and solutions were mapped onto the EPIS framework. Outer context challenges included religion, conservative communities, outside agencies, and parenting beliefs. Inner context challenges included lack of teacher and administrator support. Preparational challenges included lack of communication with parents, lack of community outreach, and lack of parent education. Implementational challenges included teaching a 60-minute lesson in 45 minutes and classroom engagement of schoolteachers. Sustainment challenges included teacher discomfort with the topic. Community-derived solutions included building community trust before implementation, providing information to parents, inviting administrators to observe, offering a student question box, and training school staff to implement the program.     Conclusion and Potential Impact: Many challenges emerged during implementation because of perceived lack of preparation. Future implementation of EBPs in rural communities should focus more on aspects of exploration and preparation.  

Evaluation of an affection, love and sex education program for people with moderate intellectual disabilities

2011 ◽  
Vol 26 (S2) ◽  
pp. 899-899 ◽  
Author(s):  
G. Couture ◽  
M.S. Daigle
Keyword(s):  
Program Evaluation ◽  
Intellectual Disabilities ◽  
Sex Education ◽  
Education Program ◽  
Research Team ◽  
Group Leaders ◽  
Implementation Framework ◽  
Implementation Evaluation ◽  
Service Managers

IntroductionThe Programme d’éducation à la vie affective, amoureuse et sexuelle (ÉVAAS), an affection, love and sex education program for people with moderate intellectual disabilities (Desaulniers, Boucher, Boutet, & Voyer, 2001), is widely used in Quebec and is applied in several locations in Belgium, France and Switzerland.ObjectivesAn implementation evaluation was recently completed as the first stage of a program evaluation.AimsThe aim of the project was to establish the value of this program.MethodsFor the purpose, 73 ÉVAAS sessions at five different sites were observed and questionnaires and interviews with 10 group leaders and their supervisors were analyzed.ResultsIt was found above all that the program was normally implemented in accordance with its spirit and objectives. However, it was also noted that follow-up to interventions carried out during ÉVAAS sessions was much less structured and sustained, particularly as regards those intended for friends and family.ConclusionsThe research team formulated seven recommendations regarding the program's implementation framework and adjustments required to ensure the achievement of its objectives. The recommendations concern the authors of the program, the educators who use it, their supervisors, as well as service managers.

scholarly journals The Development of a Community-based COVID-19 Public Health Intervention in Rural Ghana

2021 ◽  
Author(s):  
Shadrack Osei Frimpong ◽  
Moro Seidu ◽  
Sam Kris Hilton ◽  
Yusuf Ransome ◽  
Elijah Paintsil ◽  
...  
Keyword(s):  
Public Health ◽  
Rural Communities ◽  
Technical Assistance ◽  
Public Health Intervention ◽  
Academic Community ◽  
Evidence Based ◽  
Community Based ◽  
Parihs Framework ◽  
Community Team ◽  
The Impact

Abstract Background: The Promoting Action on Research Implementation in Health Services (PARIHS) framework was utilized to design an evidence-based practice, Cocoa360’s COVID Preparedness & Outbreak Prevention Plan (CoCoPOPP), for rural communities in Ghana. Through participatory academic-community team discussion, interactive dissemination, systematic review of evidence about community-based interventions during Ebola, HIV/AIDS, and Influenza outbreaks and effective engagement with local and national stakeholders, CoCoPOPP was developed to be consistent with the PARIHS framework. Methods: Applying the three core elements of the PARIHS framework (evidence, context, and facilitation), the designers developed orientation, logistic needs and planning, and social mobilization. Components of CoCoPOPP also included participant recruitment and training, communication, research, monitoring & evaluation plan, execution, technical assistance, and facilitation. Results: This intervention achieved three (3) main aims: (1) meet a pressing health need during the COVID-19 pandemic in local underserved settings, (2) ensure that the strategy is informed by high-quality evidence from similar interventions in past outbreaks, and (3) evaluate and learn from research on interventions to garner data. Beyond the impact on health outcomes and healthcare services utilization, CoCoPOPP sought to garner data for organizational use and to share insights on pandemic management and control with the Ghanaian government and the broader global health community. Conclusion: The use of evidence-based public health framework, PARIHS, renders CoCoPOPP a replicable community-based model that can be implemented in other rural communities in Ghana and other Sub-Saharan African counties with similar cultural settings.

Collaborating to Plan and Implement a Sex Education Curriculum for Individuals With Disabilities

2016 ◽  
Vol 40 (2) ◽  
pp. 123-128 ◽  
Author(s):  
James Sinclair ◽  
Laurie G. Kahn ◽  
Dawn A. Rowe ◽  
Valerie L. Mazzotti ◽  
Kara A. Hirano ◽  
...  
Keyword(s):  
Public School ◽  
Students With Disabilities ◽  
Emerging Adults ◽  
Sex Education ◽  
Education Program ◽  
School Curriculum ◽  
Education Curriculum ◽  
Collaborative Process ◽  
Comprehensive Sex Education ◽  
Sex Education Curriculum

Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults. Although comprehensive sex education is not federally mandated, many states and districts choose to offer some form of sex education to students. This article describes a five step collaborative process for planning to implement a sex education program to support the needs of students with disabilities.

Sex Education Policy: Need for a Standard Definition of Medically Accurate Information

2016 ◽  
Vol 3 (4) ◽  
pp. 221-227 ◽  
Author(s):  
Courtney M. Gonzalez ◽  
Diana F. Karczmarczyk ◽  
Brittney L. Douress ◽  
Mackenzie M. Scott
Keyword(s):  
Public Health ◽  
Sex Education ◽  
Teen Pregnancy ◽  
Public Health Education ◽  
The United States ◽  
Accurate Information ◽  
Education Programs ◽  
Standard Definition ◽  
Definition Of ◽  
Abstinence Only

In comparison with other Western industrialized nations, the rates of pregnancy and sexually transmitted infections (STIs) among youth aged 15 to 19 in the United States is higher. Since the 1980s, the U.S. Federal Government has intervened to aid in lowering the rates of pregnancy and STIs among youth aged 15 to 19 by funding a variety of abstinence-only sex education programs. Despite almost $1.5 billion federal dollars spent on efforts to reduce pregnancy and STIs among this subpopulation, there have been overall unsustainable declines in pregnancy and STIs among youth aged 15 to 19. Significant concerns have been raised by health policy advocates, such as former Rep. Waxman (D-Calif.), and sexual health advocates about the lack of a definition for medically accurate curricula. Mixed interpretations of policies for sex education content have resulted in abstinence-only sex education programs targeting youth to reflect conservative ideology with information that is not medically accurate. To better understand the topic, a review of the historical time line and legislative actions of U.S. federal and state policies is presented. As an example, Mississippi’s state policy for sex education programs is analyzed and reviewed. Furthermore, the authors put forward the need for a standard definition of medically accurate information, offer a proposed definition, and discuss the limitations of a standard definition for sex education programs. Public health professionals and public health education specialists play a key role in ensuring that sex education programs be taught using medically accurate information to reduce the rate of STIs and prevent teen pregnancy consistently among youth aged 15 to 19.

Evaluation of a Comprehensive Sex Education Program Developed and Implemented by Medical Students [356]

2015 ◽  
Vol 125 ◽  
pp. 112S
Author(s):  
Lydia Fein ◽  
Tyler Beals ◽  
Adriana Bracho ◽  
Monica Broome ◽  
Christopher Michael Estes
Keyword(s):  
Medical Students ◽  
Sex Education ◽  
Education Program ◽  
Comprehensive Sex Education
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