The final Thoery paper Reducing infections of HPV in young adults Papers are NOT TO EXCEED 5 pages in length, 12-point font, 1-inch margins, doublespaced. Papers beyond this length will NOT be graded. 1. Health Issue (Needs Statement—approximately ½ page) ‘What is the health issue? My health issue is Reduce infections of HPV types prevented by the vaccine in young adults. ‘What is the magnitude/severity of the problem? According to CDC, the majority of HPV infections are asymptomatic and go away on their own. Anogenital warts, precancers, and cervical cancers may all result from persistent infections. In the United States, a quadrivalent vaccine to avoid infection with four forms of HPV approve for use in 2006. ‘What population is at risk? (Target Population) Young adults are the target demographic at risk. ‘Which sub-issue(s) (i.e., behavioral or environmental component of the problem) will be addressed in the paper? According to Would Health Organization, the human papillomavirus (HPV) is one of the most common sexually transmitted infections on the planet. It is commonly contracted and spread during sexual intercourse (vaginal, oral, or anal) or skin-to-skin contact. Even when condoms use, HPV will spread. (The goal of this section is to make a case for targeting the issue) 2. Theory or Model (approximately ½ page) What theory/model is the paper covering? There are two theories that describe this health behavior uptake. The first theory is the Theory of Planned Behavior followed by the Theory of Reasoned Action. The purpose of being vaccinated is motivated by how people perceive the importance of social support for HPV vaccination together with their attitudes toward HPV vaccination (Serena et al., 2020). Looking into the Theory of Reasoned Action, societal backing perceptions for vaccination, vaccination attitudes, and perceived ability to get vaccinated determine whether one needs to receive the vaccination. According to the Theory of vaccinated Behavior, the introduction of HPV testing, most women had questions on HPV. A theoretic approach used to analyze the statistics had results fall into these areas (Harriet et al., 2015). The symptoms displayed were highly inquired by these women; the cause of HPV and how one can catch the virus; the duration in which HPV lasts in the body; consequences of contracting the virus. Most asked in this section is whether cervical cancer is indeed guaranteed; the control measures applicable and cure administered in case of infection; lastly, the testing area and vaccination areas as well. What are the constructs of the theory/model? With HPV vaccine uptake efforts enhanced, the focus of education on clinical and public health shifted to strengthening how people perceive the significance of social support for HPV vaccination (Fisher et al., 2013). How people perceive the significance of social support for HPV vaccinations have been underpinned due to this focus shift. The theory of reasoned action together with the theory of planned behavior have shifted the major aim of this analysis to see if they can foresee whether parents can be urged to get their adolescent daughters immunized by pediatricians against this virus (Anthony et al., 2011). A mail survey of 466 pediatricians was finalized to evaluate attitudes, personal norms, perceived behavioral control, behavior, and expectations. According to Christopher et al., (2018) findings, pediatricians are optimistic, have subjective standards, and perceived behavioral control when it comes to persuading parents to ensure that their daughters are immunized against HPV. They further expect to inspire the regular vaccination of these young girls against the papillomavirus in the next 30 days. Parents have been urged as well on HPV vaccination in the last 30 days. While both TRA and TPB prototypes had the same data input, results provided show that anticipated behavioral control contributes only a small amount to the general projective power of the TRA. The interventions addressing this group on vaccination indicate that their targets may shift to the norms and attitudes. In the study of Anthony et al (2011), gender differentiations were not found in any individual variable or the model’s overall fit. The findings implications were both theoretical and practical in relation to health communication message development aimed at communications to parents by pediatricians about the HPV vaccine and health care providers in general. 3. Theory/Model Application to the Health Issue (approximately 1 ½ pages) ‘How are individual theory/model constructs being applied to address the health issue. (Include the population(s) being targeted for change) (If it doesn’t make sense to apply all constructs to your health issue, state which constructs doesn’t and why) Future HPV vaccination interventions with young adult women may through influenced by the findings. The findings point to potentially modifiable perceptions that might be good targets for possible interventions (e.g., perceived susceptibility, perceived barriers such as vaccine safety concerns and cost, subjective norms, self-efficacy). Since self-efficacy and perceived barriers are connected, it’ll be crucial to understand the main obstacles to HPV vaccination. According to previous studies, women who are not sexually active or in a monogamous relationship have a low perception of HPV infection susceptibility. Since risk beliefs are so closely linked to both relationship status and sexual history, potential approaches would undoubtedly face challenges in changing them. Finally, physician advice finds to be an important predictor of HPV-related attitudes (e.g., perceived susceptibility, subjective norms). Given the significance of physician guidance in vaccination activity, prospective approaches should include this crucial aspect. Gerend., & Shepherd (2012). 4. Expected Impact (approximately ½ page) ‘What changes might you expect in the health issue from applying this theory/model? (Examples: Change in knowledge would lead to increased exercise; change in policy would lead to fewer fried foods being served in school cafeterias) The Theory of Planned Behavior was used to direct an HPV educational group intervention. The intervention was delivered in a single session using a common group format. Before the intervention, immediately after the intervention, and one month later, measurements were taken. The intervention was effective in improving awareness, behavioral intentions, HPV information seeking, and HIV testing, and these improvements were sustained over one month, as predicted. Shortly after the intervention, there were minor improvements in attitudes toward risk-reduction behaviors and subjective standards, but not at the follow-up. The intervention was ineffective in increasing perceived social norms or minimizing the number of risk behaviors (e.g., new sexual partners, using barrier contraceptives, discussing sexually transmitted infections with partners, or receiving HPV vaccine). These results support the use of a brief onetime educational intervention to reduce many HPV risk factors. Sweeney., et al, (2015). 5. Limitations for Targeted Change (approximately ½ page) ‘What key components of your selected sub-issue are not addressed by this theory/model? (Example: XYZ Theory/Model only addresses changing knowledge. Developing ABC skills would improve the chances of success for changing the sub-issue.) The theory of planned actions does not discuss the core components of the HPV sub-issue. Since the hypothesis focused on health behavior theories that focus on person-level predictors, the findings do not address health care system or policy level variables that could affect HPV vaccination. Gerend & Shepherd (2012). 6. Reflection (approximately ½ page) ‘Your thoughts on using this theory/model for behavior change I did not answer this question References Anthony J. Roberto, Janice L. Krieger, Mira L. Katz, Ryan Goei & Parul Jain (2011) Predicting Pediatricians’ Communication with Parents About the Human Papillomavirus (HPV) Vaccine: An Application of the Theory of Reasoned Action, Health Communication, 26:4, 303312, DOI: 10.1080/10410236.2010.550021 Christopher, W.W., Ellen, M. D., Eric, R. W., Julie, A. B., Alan, G. N., Anna, R. G. (2018) An integrative theoretical framework for HPV vaccine promotion among male sexual minorities American journal of men’s health 12 (5), 1409-1420, Fisher, W. A., Kohut, T., Salisbury, C. M. A., & Salvadori, M. I. (2013). Understanding Human Papillomavirus Vaccination Intentions: Comparative Utility of the Theory of Reasoned Action and the Theory of Planned Behavior in Vaccine Target Age Women and Men. The Journal of Sexual Medicine, 10(10), 2455–2464. https://doi.org/10.1111/jsm.12211 Gerend, M. A., & Shepherd, J. E. (2012). Predicting Human Papillomavirus Vaccine Uptake in Young Adult Women: Comparing the Health Belief Model and Theory of Planned Behavior. Annals of Behavioral Medicine, 44(2), 171–180. https://doi.org/10.1007/s12160-012-9366-5 Harriet, B. F., Suzanne, A., Caroline, T., Matthew, H. (2015) An appraisal of theoretical approaches to examining behaviors in relation to Human Papillomavirus (HPV) vaccination of young women Preventive medicine 81, 122-131. Serena, A. R., Patricia, D. M., Diana, M. L., Lara, S.S., & Maria, E. F. (2020) Factors associated with adolescent HPV vaccination in the US: A systematic review of reviews and multilevel framework to inform intervention development Preventive medicine 131, 105968, Sweeney, J. B., McAnulty, R. D., Reeve, C., & Cann, A. (2015). An Intervention for HPV Risk Reduction Based on the Theory of Planned Behavior: An Exploratory Study with College-Aged Women. American Journal of Sexuality Education, 10(3), 199–217. https://doi.org/10.1080/15546128.2015.1049312 Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.