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CASE STUDY ************** As a health education specialist with the Delaware County Health Department, Jordan (pronouns: he/him/his) has been asked by a local religious leader to give a presentation on preventing HIV and STDs to the Christian youth group (9th to 12th graders) of the community. The request has taken Jordan by surprise because for the past couple of years he has attempted to make similar presentations in the local schools but has been turned away because the superintendent said "the community was too conservative for such matters." Knowing that at least some of the people in the community think HIV and STD prevention education is too controversial but also knowing the information is important for youth to have, Jordan wants to make sure he prepares and delivers a program that is well received. This is finally the chance he has been waiting for to make his entry into the youth population of the community. Jordan has decided to create a presentation on HIV and STD prevention that incorporates information on both risk factors and the chain of infection. To make sure that his presentation is on target, he has asked several other employees of the health department to sit down with him and brainstorm some ideas for his presentation. He begins his session with his colleagues by asking them all to write down information they think he should include in his presentation. Assume that you are one of these other employees of the health department in this meeting. What would you include on your list for Jordan? What would you advise Jordan not to include? Why? He then asks his colleagues for ideas on how to present the information (e.g., lecture, video, or role playing). What do you think would be the best method to use? Why did you select this method? How long do you think Jordan's presentation should be? Why? **********

CASE STUDY ************** As a health education specialist with the Delaware County Health Department, Jordan (pronouns: he/him/his) has been asked by a local religious leader to give a presentation on preventing HIV and STDs to the Christian youth group (9th to 12th graders) of the community. The request has taken Jordan by surprise because for the past couple of years he has attempted to make similar presentations in the local schools but has been turned away because the superintendent said "the community was too conservative for such matters." Knowing that at least some of the people in the community think HIV and STD prevention education is too controversial but also knowing the information is important for youth to have, Jordan wants to make sure he prepares and delivers a program that is well received. This is finally the chance he has been waiting for to make his entry into the youth population of the community. Jordan has decided to create a presentation on HIV and STD prevention that incorporates information on both risk factors and the chain of infection. To make sure that his presentation is on target, he has asked several other employees of the health department to sit down with him and brainstorm some ideas for his presentation. He begins his session with his colleagues by asking them all to write down information they think he should include in his presentation. Assume that you are one of these other employees of the health department in this meeting. What would you include on your list for Jordan? What would you advise Jordan not to include? Why? He then asks his colleagues for ideas on how to present the information (e.g., lecture, video, or role playing). What do you think would be the best method to use? Why did you select this method? How long do you think Jordan's presentation should be? Why? **********

Essentials Health Info Management Principles/Practices
Essentials Health Info Management Principles/Practices
4th Edition
ISBN:9780357191651
Author:Bowie
Publisher:Bowie
Chapter3: Health Care Settings
Section3.3: Behavioral Health Care Facilities
Problem 1E
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1)What would you include on your list for Jordan? 2)What would you advise Jordan not to include and why? 3)What is the best method to present the information (lecture, video or role playing)? 4)Why did you select this method? 5)How long do you think Jordan's presentation should be and why?
CASE STUDY As a health education specialist with the Delaware County Health Department, Jordan (pronouns: he/him/his) has been asked by a local religious leader to give a presentation on preventing HIV and STDs to the Christian youth group (9th to 12th graders) of the community. The request has taken Jordan by surprise because for the past couple of years he has attempted to make similar presentations in the local schools but has been turned away because the superintendent said "the community was too conservative for such matters." Knowing that at least some of the people in the community think HIV and STD prevention education is too controversial but also knowing the information is important for youth to have, Jordan wants to make sure he prepares and delivers a program that is well received. This is finally the chance he has been waiting for to make his entry into the youth population of the community. Jordan has decided to create a presentation on HIV and STD prevention that incorporates information on both risk factors and the chain of infection. To make sure that his presentation is on target, he has asked several other employees of the health department to sit down with him and brainstorm some ideas for his presentation. He begins his session with his colleagues by asking them all to write down information they think he should include in his presentation. Assume that you are one of these other employees of the health department in this meeting. What would you include on your list for Jordan? What would you advise Jordan not to include? Why? He then asks his colleagues for ideas on how to present the information (e.g., lecture, video, or role playing). What do you think would be the best method to use? Why did you select this method? How long do you think Jordan's presentation should be? Why?
Transcribed Image Text:CASE STUDY As a health education specialist with the Delaware County Health Department, Jordan (pronouns: he/him/his) has been asked by a local religious leader to give a presentation on preventing HIV and STDs to the Christian youth group (9th to 12th graders) of the community. The request has taken Jordan by surprise because for the past couple of years he has attempted to make similar presentations in the local schools but has been turned away because the superintendent said "the community was too conservative for such matters." Knowing that at least some of the people in the community think HIV and STD prevention education is too controversial but also knowing the information is important for youth to have, Jordan wants to make sure he prepares and delivers a program that is well received. This is finally the chance he has been waiting for to make his entry into the youth population of the community. Jordan has decided to create a presentation on HIV and STD prevention that incorporates information on both risk factors and the chain of infection. To make sure that his presentation is on target, he has asked several other employees of the health department to sit down with him and brainstorm some ideas for his presentation. He begins his session with his colleagues by asking them all to write down information they think he should include in his presentation. Assume that you are one of these other employees of the health department in this meeting. What would you include on your list for Jordan? What would you advise Jordan not to include? Why? He then asks his colleagues for ideas on how to present the information (e.g., lecture, video, or role playing). What do you think would be the best method to use? Why did you select this method? How long do you think Jordan's presentation should be? Why?
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