The Precaution Adoption Process Model (PAPM) was used mainly because it told us about the behavior of an individual (do they know about the health issue, are they taking necessary precaution, etc.). Three stages of this model were used: stage 1 (unaware), stage 2 (unengaged by the issue), and stage 3 (undecided about acting). After our opening survey and myth and fact activity, we found out that students were in the three above stages. Interestingly, the students were aware of the basic importance of genital hygiene however, they were unaware that they can contract diseases from improper genital hygiene. After doing the sections, we realized that most students were in the unengaged stage. Therefore, we adapted our presentation to bring these
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Using models and videos to show the correct methods were more effective than just explaining the methods. Role-playing was also used. This allowed the students to observe and identify correct and incorrect behaviors. Finally, the use of the nurse as a credible source. This adds an atmosphere of importance to the topic. The third aspect of the theory to be used was self-efficacy. This aspect was not used directly but, instead, it can be described as an outcome of the intervention. Our aim was to increase the efficacy of the students by ensuring that all methods of self-cleaning for both males (circumcised and uncircumcised) and females were clear. Students were encouraged to ask any questions and were also given the opportunity to demonstrate what they have learned. We also tried motivating the students by stressing the importance and the benefits of genital …show more content…
Each team member played a pivotal role in the implementation of our intervention. Some team members, however, were better at planning and were very instrumental in logistical decision making (order and structure of the presentation, etc.). During the term, one such member lost her phone causing an incredible amount of stress because that member was crucial to the decision-making process. To ensure communication was not halted, the group leader acted as a bridge by communicating details discussed by the group to that member.
In addition, at the beginning of the semester the group leader assumed that once persons knew what needed to be done, they will do it. The fact is that, as students, we struggle to manage time and often fall behind on due dates. Upon recognizing that prompt submissions would require constant reminders and check-ins; each member was reminded of due dates and necessary tasks. This was done using phone calls, face to face conversations, and text. Another issue faced by the group was the improper use of member strengths. Some members performed better in pairs. Therefore, as we moved forward, members who worked better as a duo were paired together, while other members worked
Using models and videos to show the correct methods were more effective than just explaining the methods. Role-playing was also used. This allowed the students to observe and identify correct and incorrect behaviors. Finally, the use of the nurse as a credible source. This adds an atmosphere of importance to the topic. The third aspect of the theory to be used was self-efficacy. This aspect was not used directly but, instead, it can be described as an outcome of the intervention. Our aim was to increase the efficacy of the students by ensuring that all methods of self-cleaning for both males (circumcised and uncircumcised) and females were clear. Students were encouraged to ask any questions and were also given the opportunity to demonstrate what they have learned. We also tried motivating the students by stressing the importance and the benefits of genital …show more content…
Each team member played a pivotal role in the implementation of our intervention. Some team members, however, were better at planning and were very instrumental in logistical decision making (order and structure of the presentation, etc.). During the term, one such member lost her phone causing an incredible amount of stress because that member was crucial to the decision-making process. To ensure communication was not halted, the group leader acted as a bridge by communicating details discussed by the group to that member.
In addition, at the beginning of the semester the group leader assumed that once persons knew what needed to be done, they will do it. The fact is that, as students, we struggle to manage time and often fall behind on due dates. Upon recognizing that prompt submissions would require constant reminders and check-ins; each member was reminded of due dates and necessary tasks. This was done using phone calls, face to face conversations, and text. Another issue faced by the group was the improper use of member strengths. Some members performed better in pairs. Therefore, as we moved forward, members who worked better as a duo were paired together, while other members worked