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Health Promotion Plan
Amanda Renfro
Capella University
NHS-FPX 4060
Prof. Lois Konzelman
October 20, 2023
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Health Promotion Plan
Both the LGBTQIA and the heterosexual communities are deeply concerned about the prevalence of STDs and other sexually transmitted diseases. While all groups need to undergo disease testing to combat this worry and encourage health promotion, special care should be taken with those identifying as homosexual, gay, bisexual, transgender, queer, intersexual, etc. The decision of specific individuals within the gay community to refrain from undergoing disease testing may be attributed to several factors, including the presence of prejudice against individuals with non-heterosexual orientations, concerns around potential discrimination, or a prevailing dearth of knowledge among healthcare practitioners pertaining to the distinctive healthcare requirements of the LGBTQIA+ population. In an academic article addressing the challenges trans males have in obtaining STD testing, the authors make the following claim: "Trans males and gender-variant persons who identify as homosexual are less likely to get tested for infections and are more likely to encounter challenging intersectional barriers that keep them from getting infected." A group of young individuals identifying as LGBTQIA+ visited a nearby HIV testing clinic and indicated their desire to undergo complete health screenings. However, they have consistently reported prejudice, lack of knowledge, and inadequate preparation from past healthcare providers. This wellness promotion strategy aims to challenge misconceptions surrounding the healthcare requirements of individuals who identify as LGBTQIA+. This will be
achieved through an examination of the health concern of the necessity of sexual disease screening within the LGBTQIA+ community, analyzing the specific needs of LGBTQIA+ individuals, and establishing SMART goals aimed at promoting STI screenings.
Analysis of the Health Concerns
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People who identify as LQBTIQ+ are less likely to get vaccinated or undergo medical testing because they have spent years learning to cope with discrimination and widespread animosity. According to Dismissie et al. (2019), p. 557, The 2015 Youth Risk Behavior Survey included data that revealed the inaugural nationwide prevalence of health-risking behavior among high school students who identify as lesbian, gay, or bisexual. Substance misuse, poor diet, inactivity, sexual risk behaviors, and bullying were all found to be significantly more common among homosexual youth than among their heterosexual classmates. Due to the increased dangers of engaging in risky sexual behaviors, members of the LGBTQIA+ community should be allowed to talk about their sexual health freely and without prejudice. A patient's level of honesty about their sexual history is influenced by their level of discomfort while discussing the subject of sexuality. People who identify as LGBTQIA+ may be less likely to get STI screening for various reasons, including a shortage of medical professionals with whom they might feel comfortable discussing such personal information. For instance, a homosexual patient could feel more comfortable talking to a doctor who has experience with LGBTQIA+-specific therapies. Inadequate training and education among healthcare providers prevents them from meeting the needs of patients of varying sexual orientations. Inadequate training and education among healthcare providers prevents them from meeting the needs of patients of varying sexual orientations. According to Kern and Skela-Savi (2020, p. 242), individuals who self-identify with a sexual orientation that differs from the majority constitute a discrete demographic with unique requirements. The LGBTQIA+ community continues to possess healthcare accessibility.
Additionally, a healthcare professional may lack expertise in addressing sexual challenges specific to the LGBTQIA+ community and be unaware of the various treatment
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options that are accessible in such cases. While individual-level factors can influence the decision to use Pre-Exposure Prophylaxis (PrEP), It is imperative to recognize that factors at the provider level might potentially influence the adoption of PrEP among individuals. Providing care for PrEP patients has faced challenges due to healthcare practitioners' concerns about risk-
compensating behaviors, including inconsistent condom use and multiple sexual partnerships (Devarajan et al., 2018, p. 386). The accessibility of healthcare providers possessing contemporary and pertinent information on pharmacological treatments for diseases affecting the
LGBTQIA+ community can have a profound global influence in promoting and adhering to safe sexual health practices.
While certain sexually transmitted infections (STIs) currently lack a definitive cure, the most effective approach to mitigating the occurrence of these diseases involves educating individuals within the LGBTQIA+ population across various demographics about preventive measures for STIs. Additionally, it is crucial to offer protection and education to those who lack financial resources, along with facilitating community-based healthcare access. Implementing community health programs that specifically cater to lower socioeconomic communities represents a viable strategy for reducing the prevalence of STIs. These programs aim to provide education to those belonging to the LGBTQIA+ community regarding strategies for preventing sexually transmitted infections (STIs). Additionally, they aim to establish a community health program that is receptive to learning and teaching methods to support and promote the well-
being of this specific population. When formulating an educational strategy, it is imperative to possess a comprehensive understanding of the target population and develop a tailored academic plan that aligns with their
specific needs and characteristics. The target audience for the education plan in question
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primarily consists of the younger population, mainly persons residing in lower socioeconomic areas. This demographic information plays a crucial role in determining the structure and design of the education plan. This specific healthcare promotion will be presented and discussed with 5-
7 younger individuals aged 16-21 and active people in the LGBTQIA+ community. To effectively engage with this particular population, it will be imperative to organize educational activities in a conveniently accessible venue within the vicinity, such as a local community center or school. By doing so, individuals belonging to this population will have the opportunity to attend the educational sessions without needing personal transportation or the hassle of arranging other means of commuting. It is also worth noting that most people have day jobs. Thus, the classes should be offered in the evenings so that people may attend without taking time
off. Ultimately, it is vital not solely to impart knowledge regarding safe sexual practices to individuals but also to furnish them with the necessary resources to establish a secure setting. Education should be designed to include the LGBTQIA+ community, offering information and support without assigning blame or fostering feelings of fault in instances where individuals have
been unable to engage in safe practices.
SMART Goals
Nevertheless, it is recommended to incorporate a supplementary SMART objective aimed at fostering the involvement of those who identify as LGBTQIA+ in screening for sexually transmitted infections (STIs) and sexually transmitted diseases (STDs). An illustrative instance of a SMART goal is presented below: A focused outreach initiative will be implemented
over 3-6 months to establish communication with a cohort of 30-45 individuals who voluntarily identify themselves as belonging to the LGBTQIA+ community. The outreach efforts will be implemented through diverse channels within the immediate community, including community
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outreach initiatives, notable LGBTQIA+ clubs, and organized rallies. Moreover, individuals may
partake in STI/STD testing, which can be supported by their primary healthcare physician or by visiting a local clinic specializing in HIV/STD.
To initiate the implementation of a health promotion strategy, it is essential to develop mutually agreed-upon health-related objectives among the assembled participants. When establishing objectives, it is crucial to set SMART goals characterized by defined targets, quantifiable and attainable outcomes, and a realistic timeframe. The establishment of objectives has been formulated with the cooperation of individuals within a socioeconomically disadvantaged community. After consulting with the young people I've assembled for this, we've settled on three simple objectives we believe will benefit them and the LGTBIA+ community at large.
● Goal 1: Upon completion of the presentation, I will be able to name three risk factors that contribute to the spread of sexually transmitted infections in our community.
● Goal 2: I will next choose three strategies to reduce the likelihood of contracting a sexually transmitted infection (STI) and initiate the implementation of these measures within three days following my receiving of this presentation.
● Goal 3: Within a week following this presentation, I will meet with other members of my social circle or those I regularly interact with from the LGBTQIA+ community, and we will discuss ways to reduce the prevalence of STIs, as well as testing and treatment options.
Conclusion
The LGBTQIA+ community may refrain from pursuing STI/STD testing due to inadequate knowledge, biased attitudes, and a lack of awareness regarding their healthcare requirements. Regardless of the underlying reasons, it is crucial to emphasize the importance of
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promoting safer sexual healthcare practices among all communities. To promote and encourage the practice of STI/STD testing, it is crucial to offer and endorse targeted resources and goals within the community.
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References
Demissie, Z., Rasberry, C. N., Steiner, R. J., Brener, N., & McManus, T. (2018). Trends in Secondary School’s Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students, 2008-2014.
American Journal of Public Health
,
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(4), 557–564. https://doi.org/10.2105/AJPH.2017.304296
Devarajan, S., Sales, J. M., Hunt, M., & Comeau, D. L. (2020). PrEP and sexual well-being: a qualitative study on PrEP, sexuality of MSM, and patient-provider relationships.
AIDS Care
,
32
(3), 386–393. https://doi.org/10.1080/09540121.2019.1695734
Kern, T. T., & Skela-Savič, B. (2020). Experiences of individuals with various sexual orientations with healthcare professionals: an integrative literature review.
Obzornik Zdravstvene Nege
,
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(3), 241–250. https://doi.org/10.14528/snr.2020.54.3.3005