Adolescent Health Education Ethics
You should respond to ALL 3 discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.
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Adolescent Health Education Ethics
Minimum 150 words each reply with references under each reply.
Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).
Health P Discussion – Case 1
C.C. is a nurse practitioner working at a Catholic high school. She wants to provide excellent health education to her students, but the school doesn’t want her talking about certain topics. The school does not like discussions about substance abuse, HIV/AIDS, sexually transmitted diseases, or pregnancy prevention. This puts C.C. in a difficult position because she knows these topics are important for keeping teenagers healthy.
Health Visit Schedule for Teenagers and Topics for Inclusion
Teenagers should see healthcare providers once a year from age 11 to 21. When students are 11-14 years old, visits should check their growth, update vaccines, and talk about puberty. For 15-17 year olds, providers need to discuss sexual health, check for depression, and ask about drug use. Students who are 18-21 need help transitioning to adult healthcare and should start getting screenings like Pap smears.
Adolescent Health Education Ethics
Schools can help prevent obesity when everyone works together – students, teachers, and parents (Bramantoro et al., 2021). C.C. should teach students about healthy eating while respecting their family’s food traditions. She can promote sports and other physical activities, even for students who don’t like traditional athletics. Teaching stress management is also important because some teenagers eat when they’re stressed. The most effective programs use teaching methods that work well for how teenagers think and learn.
C.C. faces a real challenge here. Research shows that the best school health programs include education, health services, and safe environments all working together (Wilkins et al., 2022). Even though her school has restrictions, C.C. can still help students. She should focus on health outcomes rather than getting into moral debates. She can counsel students one-on-one, which is part of her job as a nurse. She should also build relationships with healthcare providers in the community so she can refer students when needed. Creating a health advisory group with parents and community members might help her get support for more comprehensive programs.
Students with Eating Disorders
C.C. needs to watch for signs of eating disorders and act quickly when she sees them. These students need medical evaluation and mental health support. Their families should be involved too. C.C. should check for serious problems like heart issues or electrolyte imbalances. Research shows that ongoing support works better than just talking to students once (Bramantoro et al., 2021).
Starting these conversations is tricky. C.C. should make students feel safe and comfortable first. Instead of asking about weight directly, she can ask, “How do you feel about your body?” or “Tell me about your eating habits.” Since she works at a Catholic school, she might frame it as taking care of the body as a gift. This approach respects the school’s values while still addressing health concerns.
Physical Changes During Adolescence
Teenagers go through major physical changes. Their bodies grow quickly, they develop adult characteristics, and their hormones affect their moods. Their brains are still developing too, especially the parts that help with decision-making. This is why teenagers sometimes make risky choices – the emotional parts of their brains develop faster than the thinking parts. Sleep patterns change during adolescence, which affects everything else.
Genetics play a big role in when and how these changes happen. Some students develop earlier or later than others, and this is usually normal. Understanding these natural processes helps C.C. know what’s typical and what might need attention.
Violence Among Teenagers
Violence is a serious problem for high school students. Recent data from 2021 shows that 8.5% of students experienced physical dating violence and 9.7% experienced sexual dating violence (Clayton et al., 2023). Even more concerning, 11.0% reported sexual violence from anyone, and 15.9% experienced cyberbullying. About 8.5% said they had been forced to have sex at some point in their lives.
C.C. can help prevent violence in several ways. She should screen students for violence exposure during health visits and teach them conflict resolution skills. She needs to watch for mental health problems that might contribute to violent behavior. The whole school should work together on this – all staff need training on how to support LGBTQ+ students, who face higher rates of violence (Clayton et al., 2023). Student-led groups can also help create safer environments.
Parents need education about recognizing signs of violence. C.C. should provide resources that respect different family values while keeping students safe. Teaching students to safely intervene when they see violence-supportive behavior is also important. Many students experience multiple types of violence, so comprehensive approaches work better than focusing on just one type.
Conclusion
Working as a nurse practitioner in a Catholic high school means balancing professional responsibilities with institutional values. C.C. can still provide excellent healthcare by focusing on student health and safety while respecting the school’s mission. Building trust with administrators, students, and families is key. She should use creative approaches that meet both professional standards and school expectations. Success comes from developing positive relationships and finding ways to serve students’ health needs within the school’s framework.
