Online Program

Barbie's to birth control: Using focus groups with adolescent females to identify the barriers to understanding reproductive and sexual health

Monday, November 2, 2015

Raenita Glover, MPH, Department of Pediatrics, Henry Ford Health System - School-Based and Community Health Program, Detroit, MI
Cynthera McNeill, DNP, APRN, AGPCNP-C, College of Nursing, Wayne State University, Detroit, MI
Background: The Taking Pride in Prevention Program initiated focus groups with ninth through twelfth grade females at 7 school-based and community sites across the Metropolitan Detroit area based on curriculum adaptations to include reproductive and sexual health education.  The purpose of this project is to better understand the gaps in knowledge and sexual health education services related to use (or lack thereof) of pregnancy prevention methods such as birth control and condoms among female teen ages 13-19. Many of the students have difficulties understanding pregnancy prevention methods because of reproductive health literacy and knowledge limitations. Methods: Through process evaluation and observations the focus group questions were developed based on the inconsistencies in information that students report during program sessions. The data transcribed from five focus group cohort tape-recordings will be transcribed and evaluated to identify the primary themes of each discussion using independent content analysis. Results: Process and observation evaluation data show that students require a simplified version of birth control methods and STI fact sheets. When asked about reproductive health knowledge such as female anatomy, functions of reproductive organs, and the process of menstruation nearly 85% of participants were not able to respond correctly.  Conclusions: Revisions to evidence-based intervention curricula are necessary and must include reproductive health components to increase the knowledge and use of pregnancy prevention methods.  This data is important to help influence not only curriculum adaptations, but possible policies related to health education for students in our programs.

Learning Areas:

Administer health education strategies, interventions and programs
Advocacy for health and health education
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education
Social and behavioral sciences

Learning Objectives:
Identify the outcomes of focus groups conducted in multiple school-based and community health centers Discuss reproductive and sexual health knowledge barriers in relation to teen pregnancy prevention programming and education Discuss materials and information needed for new comprehensive reproductive and sexual health education for teens Explain the rationale and perspectives of adolescent females’ reproductive and sexual health decision making process

Keyword(s): Reproductive Health, Adolescents

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have coordinated and delivered health education services for adolescents in the Metropolitan Detroit area for over eight years. As the project director/program coordinator for Henry Ford Health System School-Based and Community Health Program, I am responsible for the implementation and evaluation of health education services for the Taking Pride in Prevention – Teen Pregnancy Prevention Initiative.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

Back to: 3217.0: Contraception