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Safer Sex Practices

Nicole Francine Celera, Valentina Chawdhury, Cindy Mahoney,

Marwa Mohamed, & Jennifer Diaz

California State University of San Bernardino



1. Executive Summary…………………………………………………………...Page 2

2. Mission Statement……………………………………………………………..Page 3

3. SMART goals and Objectives………………………………………………....Page 3

4. Program Design and Implementation (a-f).........................................................Page 4-17

a. Needs Assessment……………………………………………………...Page 9-12

b. Program Purpose and Rationale………………………………………..Page 12-14

c. Theoretical Justification………………………………………………..Page 14-15

d. Map Determinants to Theory…………………………………………..Page 16

e. Program Description…………………………………………………...Page 16-17

f. Implemented Changes………………………………………………….Page 17

5. Reflection(a-d)....................................................................................................Page 21-24

a. Reflection for 613………………………………………………………Page 21-23

b. Reflection for 615………………………………………………………Page 23-24

6. Program Evaluation (a-b)....................................................................................Page 18-21

a. SWOT Analysis………………………………………………………...Page 18-19

b. Process Evaluation……………………………………………………...Page 19-21

7. References……………………………………………………………………....Page 25

8. Appendix……………………………………………………………………….Page 26-30

Executive Summary

Sexual decision making skills are determined by an individual’s education on safe sex

practice, socioeconomic background, social factors, and social settings. California State

University, San Bernardino students that are sexually active are at risk for unwanted pregnancies

and exposure to sexually transmitted diseases when not taking the necessary precaution. A great

number of students may not be aware of their resources or options when it comes to the crucial

need for contraceptives. This poses other issues such as the emerging trend called stealthing.

This act is when a male wearing a condom during sexual intercourse secretly removes the

condom without their partner’s consent. This can lead to stress, physical, and emotional harm.

Although individuals are committing this deed, they may not be aware of the consequences

involved. Their main focus is is receiving pleasure out of the act, but do not take in account the

long term effects that remain after. Without a mutual agreement when engaging in sexual

activity, it can escalate and be recognized as sexual assault. Change is imperative for the college

student population because of the new social environment they are exposed to. Due to this,

students are placed in social settings that increase their chances in risky behaviors. When

inebriated, students are at greater risk in taking part in such negative sexual behaviors. To

prevent students from making poor decisions on their sexual health, changes will be

implemented through the Safe Sex Program such as increasing the students’ knowledge and

emphasizing on self-efficacy. The goal of this program is to decrease STDs and pregnancy rates

while focusing on maintaining students’ sexual safety. Funding is essential for the success of the

program in order to provide various forms of contraceptives, sexual educational services, and

counseling for those who have had negative sexual experiences.


Mission Statement

To increase knowledge on safer sex practices among CSUSB undergraduate students.

SMART Goals and Objectives

Smart Goal: By the end of 2018, 15% of college students at CSUSB will know how to properly

put on a condom.

Objective: This will be achieved by the Health Educators at CSUSB offering a workshop once

every month to educate students on proper use of condoms. The students will have a hands on

opportunity to practice how to properly put on a condom.

(It will be mandatory for students to do once during the school year).

Smart Goal: By the end of 2018, 15% of CSUSB college students will be able to identify the

difference between verbal and nonverbal consent cues.

Objective: This will be done by the Health Educators and Peer educators having training on

identifying verbal and nonverbal consent cues once every month. They will also have a open

discussion on verbal and nonverbal consent cues followed by the training.

(It will be mandatory for students to do once during the school year).

Smart Goal: By the end of 2018, 15% of CSUSB students will be able to identify proper

resources within their community and campus.

Objective: This will be completed by the Health Educators and Peer educators providing the

students with information regarding the Health Center on campus, free or low cost condoms, STI

screening, and free sex care (Family Pact) resources.

(It will be mandatory for students to do once during the school year)

Program Design and Implementation

A. Needs Assessment

i. Target Population

The population of this program for implemented change is CSUSB students ages ranging

18-24. We are targeting this specific age group in order to reduce the number of positive STI

screening cases that are on a rise.

According to the charts and data provided by, the allocation of STD and

STI rates among college-aged individuals in San Bernardino, CA is an even distribution among

males and females. In addition to this data, the California State University San Bernardino

Student Health, provides data on the number of students testing positive to an STI

screening.Therefore, our project is focused on education of consent to prevent the act of

stealthing to both genders in order to prevent these high rates among the population. As shown

on the chart below, HIV screening positive have increased both in San Bernardino and CSUSB

campus. HIV is prevalent among the male population in San Bernardino, especially in

individuals ages ranging in 20-24 (2015_Annual_Report.pdf, n.d.). Another STI on the rise is

Syphilis. Syphilis is more prevalent among males in San Bernardino. For CSUSB students in

2017-Present time signify higher positive screening cases compared to previous years.



CSUSB students have had a higher number of positive screening cases in 2017-Present school year than in the past
school years.

Not only has HIV and Syphilis positive screenings increased, other STIs have escalated

as well such as chlamydia, Gonorrhea, and Syphilis. Chlamydia has become more prevalent in

females ages 18-24 compared to males in San Bernardino (2015_Annual_Report.pdf, n.d.).

CSUSB Student Health Center chart shows 2016-2017 school year with the highest number of

positive screenings for Chlamydia with 88 cases. For the 2017-2018 CSUSB school year, an

exceedingly high number of positive screening cases for chlamydia resulted in 56 cases within

only a one year span. The school year is not over, leaving time to still gather data on future cases.


Gonorrhea is more common among the female population in San Bernardino. For

CSUSB students and for the city of San Bernardino, positive screening cases were highest in the

year 2013-2015 (2015_Annual_Report.pdf, n.d.). The number since then has steadily been

decreasing, but there are still a handful of individuals screening positive to present day. The

following chart displays the representation of Gonorrhea over the course of time along with its

steadily decreasing number of cases.


Overall, the data shows a high number of cases of sexually transmitted infections for the

past three years. With the representation of data, it is effortless to state that there is a need in

educating young adults on safer sex practices in order to decrease the prevalence of STIs in this

age range.

Key Determinants of the Behavior

The key determinants of behavior include sexual behaviors, knowledge on contraception

use, and knowledge of sexually transmitted diseases and infections. There is a growing concern

for the number of cases related to sexually transmitted diseases and infections, individuals ages

15-24 have been accounted for 60% of all new cases in 2016. (2015_Annual_Report.pdf, n.d.).

The county of San Bernardino ranked 16th and higher in sexually transmitted infections

compared to other countries in the United States.

ii. Normative Needs Assessment

According to Healthy People 2020, their goal is to “Promote healthy sexual behaviors,

strengthen community capacity, and increase access to quality services to prevent sexually

transmitted diseases (STDs) and their complications.” One of many objectives they plan on

achieving is “STD-6.2 Reduce gonorrhea rates among males aged 15 to 44 years”. San

Bernardino County does not meet this objective, according to San Bernardino County

Department of Public Health, “In 2015 males comprised 50% of County cases with individuals

aged 15-29 years of any gender accounting for 72% of GC” (gonorrhea cases).

Healthy People 2020 plan on achieving objective STD 1.1, “Reduce the proportion of

females aged 15 to 24 years with Chlamydia trachomatis infections attending family planning

clinics”. San Bernardino County does not meet that following objective. According to the

Department of Public Health of San Bernardino, “In 2014 San Bernardino County ranked 13th

among all counties in the U.S. for number of CT (chlamydia trachomatis) cases. Females

account for 71% of County CT cases with females 15-29 years of age accounting for 60% of all

County cases in 2015.” San Bernardino County is also ranked 16th among all counties in the

United States for the total of chlamydia diseases.

ii. Expressed Needs Assessment

There has been a significant increase of sexual transmitted infections within San

Bernardino County including syphilis within pregnant women. According to the Department of

Public Health of San Bernardino County, “ In 2016, the County reported over 15,000 cases of

STDs. Gonorrhea cases increased 192% from 2010 to 2016”. STIs are increasing within the

county especially within the age population of 15-24. The County youth aged 15-24 years

accounted for almost 60% of all new STDs reported in 2016. Among 2016 total STD cases, as

many as 15.5% of females were reported pregnant (Sexual Transmitted Disease, 2017).

According to California Department of Public Health, San Bernardino County adolescents from

the age 20-24 have a high rate of early syphilis, especially in the male population. The age group

25-29 also have a high rate of early syphilis that is exceptionally high among the male

population. Chlamydia is also escalating among the age population 20-24, but it is extremely

high among the female population. Gonorrhea is another common sexual transmitted infection

that is very common among the male and female population. According to the data below, 20-24

year olds suffered from gonorrhea in 2016. There is also a high rate among 25-29 year olds as


According to California Department of Public Health, there was a total of 3,259 (40.9%)

cases of Chlamydia among 20-24 year old females and a 1,269 (36.3%) males. Among 15-19

year old females there was a 1,942 (24.2%) cases of chlamydia and 548 (15.6%) males. The

college age population have the highest rates of Chlamydia within San Bernardino County along

with gonorrhea.

STIs such as chlamydia and gonorrhea can lead to serious complication such as pelvic

inflammatory disease in women and infertility in both women and men.

B. Program Purpose and Rationale

The need of an STI and safe sex practice health education intervention program among

college students at California State University San Bernardino is vital because STI rates in San

Bernardino County is significantly high among 15-25 year olds. According to the County of San

Bernardino Department of Public Health, “The United States has the highest prevalence of

sexually transmitted diseases in the developed world. San Bernardino County ranks 16th in

chlamydia cases, 25th in the gonorrhea cases, and 41st in the syphilis cases in all of the United

States in 2015”. According to CSUSB Health Center data, in 2017-2018 there was a total of 88

cases of patients with positive STI screening, that included 56 cases of chlamydia. We have to

keep in mind that not every college student is receiving an STI screening because not every

student has health insurance and there is also a stigma behind STIs in general. Some students

may not want to know their health status so they do not seek STI screening. The data that is

collected is only based on the students who did seek an STI screening. In San Bernardino

County, 15,000 cases of STDs were reported and nearly 60% of the new reported cases were

from the age population of 15-24 year olds. It is imperative for a safe sex practice and health

education intervention to take place within San Bernardino County, specifically targeting college

students who fall under the population of 15-24 years old.

According to the article “ The Utility of Brief Sexual Health Interventions

Among College Students” by Erin W. Moore, MA; William E. Smith, MS; Ashlee R. B. Folsom,

MA, the authors evaluated the students of University of Missouri in Kansas City, (UMKC) to

determine which preferences the students had in learning about sexual health in order to develop

a university program. They also evaluated the most brief effective sexual health intervention for

college students. After examining the past health intervention, UMKC realized having a 150

minute “brief” intervention did not help improve the sexual health of the students because

college classes are typically 50 minute long and having a sex educator as a guest speaker within

that time frame was not enough for them to educate the students on STDs and the resources

available to them. The Department of Health and Wellness institute of UMKC designed a brief

experimental intervention for Fall 2009 first year students into the course and came up with

F.O.R.E play. “The intervention— (F = Facts, O = Open communication, R =

Responsibility, E = Enjoyment)—evaluated 3 manners of providing students with sexual health

information to assist in developing a single effective intervention to be delivered with freshmen.

All 3 interventions provided students with information or the means to obtain information about

the symptoms, transmission prevention, and prevalence of HIV/STIs” (Moore, Smith, Folsom,

2012). There was 3 formats within this intervention, “This information was delivered in 1 of 3

formats: watching a video scenario featuring a couple discussing sex and their relationship from

“Sex in the CD,” a CD-ROM by BACCHUS & GAMMA Peer Education Network, followed by

a class discussion guided by prompts from the educator and a condom demonstration (group 1),

listening to a lecture that utilized PowerPoint and a condom demonstration (group 2), or visiting

3 of a list of 10 sexual health Websites (group 3). Following each of the interventions students

wrote 2-page evaluations” (Moore, Smith, Folsom, 2012).

There was a total of 302 students enrolled in the introductory course and were randomly

assigned to one of three formats. Each participant completed and pre and posttest survey

assessing the knowledge, the motivation to use a condom, and condom self-efficiency. The

results of F.O.R.E play brief intervention concluded, “that having an actual person in charge of

the learning process resulted in higher knowledge gains and highlighted a student preference for

discussion-based learning, viewing pictures of sexually transmitted infections, and hearing real-

life experiences about the consequences of unsafe sex” (Moore, Smith, Folsom, 2012).

Using these findings can help implement a safe sex practice health education intervention

at CSUSB. The program can consist of 3 formats that was designed in “ The

Utility of Brief Sexual Health Interventions Among College Students” by Erin W. Moore, MA;

William E. Smith, MS; Ashlee R. B. Folsom, MA. It can include how to properly use a condom,

the consequences of unprotected sexual activities (STIs and unwanted pregnancy), and verbal

and nonverbal consent cues. Implementing visual pictures of STIs and giving the students an

hands on opportunity to be able to practice how to properly put on a condom would decrease the

STI rates within CSUSB college students. Also, having an open discussion about the risks of

STIs and the nonverbal and verbal consent cues will also decrease STI rates and unwanted

pregnancy within the college student population.

C. Theoretical Justification

The Health Belief Model (HBM) identifies the factors that affect behavior change on an

individual level. This involves decision-makers weighing the pros and cons of a behavior change

while considering the practical and psychological costs or obstacles the behavior change may

have. That is, “individuals conduct an internal assessment of the net benefits of changing their

behavior, and decide whether or not to act” (Green & Murphy, 2014). The four factors that affect

this internal assessment of making a behavior change are perceived barriers, perceived benefits,

perceived susceptibility, and perceived severity. The concept of self-efficacy, one’s perceived

ability to carry out the action, is also included in the Health Behavior Model as another important

factor that affects behavior change as well as knowledge.

This model was utilized to form the program this paper discusses in order to provide a

framework for what college students would give up or how likely they are to make changes when

making a behavior change to decrease STI and unwanted pregnancy rates. The two concepts

taken from the Health Belief Model and applied to the program are self-efficacy and knowledge.

Increasing the population’s knowledge on proper methods to prevent STIs and unwanted

pregnancies involved making them aware of the perceived severity or how bad or treatable their

STI will be if they do not practice safe sex methods. It also includes bringing awareness to their

perceived susceptibility by providing facts and statistics to make getting infected not an

unachievable concept. This will bring attention to the fact that STIs are very common and lead

the target population to take action and practice safe sex methods. The video/PSA created for the

program increases the target population’s self-efficacy by providing a demonstration of how to

properly use and place a male condom. Increasing the target population’s self-efficacy will lead

to the decreasing of their chances of getting infected or spreading STIs. In this way, the

video/PSA used the Health Belief Model to increase knowledge and self-efficacy among

undergraduate students to increase their knowledge of STIs and self-efficacy on preventing the

spread of STIs.

D. Map Determinants to Theory

The first construct in this education project is to increase knowledge among students

about consent and how it may lead to unethical actions such as stealthing and unwanted STIs. It

is also meant to increase knowledge of appropriate contraceptive use, such as condoms. Having

knowledge about consent can prevent sexual harassment and rape case rates from increasing on

college campuses. Having the knowledge and understanding of the difference between a “yes”

and “no” will allow students to participate in safe sexual activities. Understanding the

appropriate use of contraceptives will prevent unwanted pregnancies and STIs. The second

construct in this education project is self-efficacy. Increasing the self-efficacy of students and

contraceptive use will enable them to feel confident about their sexual behaviors. Students that

are more confident in their differentiation of verbal and nonverbal cues will be competent in their

abilities to practice safe sex.

E. Program Description

The content of the program revolves around safe sex practices. The program begins with

defining what consent is, which is permission or an agreement for something to occur. The

program emphasizes on consent being important aspect to sex. A healthy relationship requires

consent and without consent in the context of a sexual nature, the action is considered sexual

violence. The program emphasizes on educating the target population about safe sexual practices

with an example of properly using a condom in order to reduce negative health outcomes (i.e.

sexually transmitting infections and unwanted pregnancies) and having the student center at

CSUSB as a resource to help reducing negative health outcomes. Using the Health Belief Model,

with a person’s knowledge and self-efficacy can help promote positive health outcomes in

regards to safe sex practices. A person that perceives knowledge on consent, proper safe sex

practice (i.e. using a condom properly), and on-campus health resources as a benefit to prevent

negative health outcomes, such as sexually transmitted infections and unwanted pregnancies,

will be more likely to follow through with safe sex practices to reduce those risks. A person that

has the self-efficacy to successfully execute safe sex practices may elicit safe sex practices based

on their confidence to execute safe sex practices. The program ultimately aims to educate and

promote safe sexual practices.

F. Implemented Changes

As a result of the stakeholder presentation, there was an ample amount of feedback

towards the health education project. More visuals were recommended because the public

service announcement delivered was too “wordy”, which caused a significant impact on the

audience's’ interest. This resulted in negative comments which stated losing interest early on into

the presentation, a redundancy in handwriting effects, and transitions on topics were not clearly

portrayed. Some stakeholders believed that the message throughout the video was not consistent.

Due to a high word count throughout the slides, comments mentioned lacking creativity and

originality. Stakeholders mentioned the voice over used was speaking at a quick pace, but

claimed content lagged along with it. Although, the audience found the overall content to be

informative. Each stakeholder’s feedback was similar in the sense that their constructive

criticism indicated that the project needed further development. The constructive feedback

helped in sharpening and articulating new ideas for enhancing the PSA. With this, it was evident

what points were strong and what concepts needed to be worked on. For instance, information

provided was misleading due to the approach taken in the PSA. When verbal and nonverbal cues

were discussed on consent, it caused accusation of biased opinion because only a female was

demonstrated in the example. Audience members believed that the content displayed made

women appear to be prime victims when engaging in negative sexual behaviors. It was strongly

suggested that the examples were clearly targeting all genders and sexual orientations when

explaining safe sex practices.

Program Evaluation

A. SWOT Analysis

Strengths Weaknesses Opportunities Threats

Stakeholders felt their Too much Increased knowledge Lose interest

knowledge increased information, wordy, for stakeholders =

about topic presented too many topics increased knowledge

for target population

Addressed most Doesn’t address other Increased knowledge Biased towards other

vulnerable target genders (men, for women (most at genders besides

population (women) transgender, etc…) risk) women

Increase information Limited to on-campus Marketing for the Won’t have effects on

on school resources resources and health center decreasing STIs

financial costs may be

an issue for off-

campus resources

The main strengths the program provided was that it increased knowledge of the topic of

safe sex practices, specifically the definition of stealthing and resources CSUSB health center

provides and the program is targeted towards women, which are the most vulnerable population

of health issues revolving improper safe sex practices. The weaknesses include not addressing

other genders as much, being too convoluted with the information presented and limiting target

population to on-campus resources and financial costs may prevent target population to reach out

for off-campus resources. Some things to change about the program is to address all genders, not

just focusing on women and being more precise and specific with the information given, while

not limiting resources for the target population.

B. Process Evaluation

i. Stakeholder Evaluation

The main stakeholder for this program is California State University of San Bernardino’s

(CSUSB) Student Health Center, located on campus. The interest of creating this program came

about for the stakeholder wanting to create a program to increase knowledge among the CSUSB

undergraduate program to increase positive health outcomes and to bring awareness of the

resources available on campus to the target population. This program takes into account the

stakeholders’ interest by having the goal of decreasing the STI and unwanted pregnancy rates,

therefore, increasing positive health outcomes among the target population. It also increases the

target population’s knowledge of resources on campus such as free condoms, birth control, and

other contraceptives.

ii. Description of the process used to design the program

The program was selected based on the white paper that was made in the Fall 2017

quarter. It was then that the topic of stealthing was chosen to write the paper on in order to bring

awareness of this emerging “sex trend”. From there to create a program for the undergraduate

students, the topic of safe sex and consent methods were created. The key players in topic

assignment were all members of the group. The way the topic was selected did impact program

development because it was necessary for all key players to agree in order for the continuation of

designing the program. It was important to also narrow down and make the topic of the program

as specific as possible as well as addressing a need of the target population. There was great

interest from the program staff on the topic as this is something everyone feels passionate about.

Having a lack of interest would impact how the program was developed by slowing the progress

and not putting in all the required effort needed to create the program. There were no issues

during program development as everyone was actively involved and enthusiastic about the topic.

Everyone’s opinion/perception was considered when discussing the topic. After the 612 class

presentation, changes were made regarding the narrowing of the topic used to create this

program. The barriers that may have affected the development of the program include the times

key players were able to meet to discuss the program in person. A resource that was utilized

which positively affected program creation was Google Docs. This is where key players were

able to contribute notes and make up for not meeting in person.


iii. Timeline

iv. Recommendations

To improve program outcome, a potential means would have been for key players to

meet in person more often to discuss program planning. Most meetings occurred over text

messages and online interactions. Although it was efficient, the process would have gone a lot

smoother had there been more time in class to discuss the program. Another potential means to

improve program outcome would have been to attain specific data regarding STI rates on the

CSUSB campus, instead of the number of patients infected.


a. 613

In this course, there were many lessons learned on team work and time management. I

learned that it is important to constantly remind team mates of due dates and create due dates for

certain items that we wanted to complete ahead of time. I learned that it is important to take time

after or before class to discuss items that we may need clarification on. In terms of team work, I

learned that communication and delegating tasks to each member of the group was important.

Spreading out work also made completing tasks easier. In terms of whether I identify myself in a

leadership or management position, I feel more of a manager. This is because although I can

delegate tasks I prefer to work as a team member and progress as a unit.

A new software skill I learned was how to use the website Prior to this

course I had never edited a video with that website myself. However, in order to create the video

for our program we decided to utilize Powtoons. Some new concepts I learned in this class are

the different models that are not the Health Behavior Model or the Transtheoretical Model of

Change. Prior to this class I had not heard of Bridge’s Transition Model or Kotter’s 8 Step

Change Model.

I found Bridge’s Transition Model interesting because it had three stages where it

discussed how people behave during transition. The first stage involves the individual ending or

letting go of a bad behavior. in order to combat resistance by the individual, it is important to

provide empathy, support, and have clear communication on why the individual wants to change

his or her health behavior. That way the individual will feel in control and not feel as if they are

being told what to do. The second stage is called the neutral zone where the individual is

confused or displays impatient behavior. In this stage, it is important to create short term goals in

order to break down the larger goal and make it seem more achievable. The third and last stage is

called the new beginning stage and here the individual is committed to the health behavior

change and has a positive outlook. In this stage, it is necessary to celebrate the individual by

giving rewards and creating a commitment to change. I found Kotter’s 8 Step Change Model to

be interesting because it is a more in-depth model of behavior change because it involves eight

steps. The eight steps allow the individual to gradually create the desired behavior change

instead of rushing and facing a relapse.

Overall, I learned many things in this course and the only thing I would change is to

cover these two models in the beginning rather than the end of the quarter because it would have

been helpful in creating the videos for the program.

b. 615

In this course, the lessons I learned on team work and time management were similar to

the ones I learned in the 613 class. The similarities include delegating specific tasks to each

group member to efficiently complete assignments and working on our communication skills.

For example, the last presentation given in class was organized in such a way that each group

member had the same amount of work and amount of time presenting. There were no difficulties

in determining what needed to be completed as each member was open minded on what they

were willing to do. In this class I learned how to communicate and vocalize my opinion among

my group members in a more efficient manner. Since there were many in class group activities,

there were many opportunities to practice communication and know the strengths of each group

member. Having those group activities also taught me to listen to my group members’ ideas and


A new skill I learned in class was how to critique an article and decipher its credibility

along with its cohesiveness of including all elements of a research article. This included having a

discussion on the components of the article in a classroom setting and detailing which part of the

article was concise and which part needed more clarity.


Some new concepts I learned in this class was the different forms of evaluations there are

in program planning and implementation. I learned that the different forms of evaluation include

process, formative, summative, impact, and outcome among others. Process evaluation is a type

of evaluation that occurs throughout the life of the program to determine if the original intent of

the program is being accomplished. Formative evaluation occurs in the beginning of the program

as it makes sure that everything is in place and things are ready to continue. Summative

evaluation occurs at the end of the program to see if goals were met. Impact evaluation and

outcome evaluation are types of summative evaluation as they also occur at the end of the

program. Outcome evaluation answers the question of whether the program was effective.

Impact evaluation answers the question of whether the program accomplished its long term

goals. These different types of evaluations are in place to make sure that the program is running

smoothly and accomplishing the intended outcomes.

Another item that I would have liked to have learned in this class was SWOT analysis

because this type of evaluation, I feel, runs parallel to all the other types of evaluations we

learned. Although it was a topic discussed in the 613 class, I feel that it would have suited this

class as well. Other than that, I felt that I learned many things in this course and feel competent

in my knowledge of program planning, implementing, and evaluating.



CDPH Home. (n.d.). Retrieved March 23, 2018, from

Green, E.C., & Murphy, E. Health Belief Model. The Wiley Blackwell Encyclopedia of

Health, Illness, Behavior, and Society, 1. Retrieved from

Johnson, S. (2017, April 21). San Bernardino County's STD cases highest in its history.

Retrieved March 23, 2018, from


Moore, E. W., Smith, W. E., & Folsom, A. R. (2012). The Utility of Brief Sexual

Health Interventions Among College Students. Journal of American College

Health,60(2), 175-177. doi:10.1080/07448481.2011.58433

Sexually Transmitted Diseases | Department of Public Health. (n.d.). Retrieved February 16,

2018, from

Sexually Transmitted Diseases. (n.d.). Retrieved March 23, 2018, from


Sexually Transmitted Diseases. (n.d.). Retrieved March 23, 2018, from

2015_Annual_Report.pdf. (n.d.). Retrieved from



A. Minutes for all meetings relevant to HSCI 615

Stealthing Group HSCI 615
Meeting Minutes
February 12, 2018

The regular meeting of the Stealthing Group HSCI 615 was called to order at 12:08 pm on

2/19/18 in the Graduate Lab, Natural Sciences building by Jennifer Diaz.


Nicole Francine Celera, Valentina Chawdhury, Jennifer Diaz, Cindy Mahoney, Marwa


Open Issues

No open issues to discuss.

New Business

❖ Discussing changes that need to be made to video as well as program after presenting to

HSCI 612 class using process evaluation.

❖ Stealthing video and presentation received various low scores.

➢ Too much context was placed in the video as well as incorporating a “fast”

handwriting gesture throughout the entire video.

■ Need to change context that our stakeholders said we needed to do.

■ Presentation was said to look as if it was put together at the last minute.

Need to go back and adjust Gifs, pictures, and videos to all transcend in a


■ Group member, Valentina was asked as to what theory or model was

behind our video.

Agenda for Next Meeting

Discuss changes that were assigned to group members. Need to create changes that stakeholders

continue to note along the way before the implementation of the program may begin.


Meeting was adjourned at 12:30pm by Jennifer Diaz. The next general meeting will be at

12:00pm on 2/26/18, in the Graduate Lab, Natural Science building.

Minutes submitted by: Jennifer Diaz

B. Any graphs, tables, or figures relevant to 615

© 2017 Pearson Education, Inc.


A. Minutes for all meetings relevant to HSCI 613

Stealthing Group HSCI 613
Meeting Minutes
February 12, 2018

The regular meeting of the Stealthing Group HSCI 613 was called to order at 4:08pm on 2/6/18

in the Graduate Lab, Natural Sciences building by Jennifer Diaz.


Nicole Francine Celera, Valentina Chawdhury, Jennifer Diaz, Cindy Mahoney, Marwa


Open Issues

❖ Identifying which two modifiable risk factors will be chosen for the focus of the program.

➢ Valentina notes that for the Safer Sex Practices program and PowToon, our main

focus will be on providing new and relevant information on consent and


■ The group has favored the chosen modifiable risk factor and voted to

continue using it.

■ The second modifiable risk factor is knowledge. Thinking about the

PowToon, it was safe to assume that our main purpose is to target young

adults into learning new information that can be gained in decreasing the

number of STI cases on California State University San Bernardino


■ Group member, Cindy believes that although knowledge is a favorable

risk factor, education could also be another factor.


❖ The purpose of the program is to educate, group discusses if education and knowledge

are the same concept.

➢ Group has voted in favor of using the knowledge risk factor.

New Business

❖ Stealthing group needs to start working on the PowToon that will be presented in HSCI

612. The group will have discussed what should be added in the video.

➢ PowToon video needs to be done by March 5, 2018.

➢ Presentation of video is on March 6, 2018 at 6pm in HSCI 612 graduate class.

➢ Video should include information in learning to identify consent v. non-consent.

■ Display signs, video, and/or graph on differences between consent and


■ Will provide a voice over defining the definition of consent.

■ Will provide a video of female demonstrating flirtatious activity. Although

flirty, this will not mean that female is consenting to a type of action.

■ Video will provide information on how to appropriately put on a condom

on a penis.

■ Will describe several steps, providing a voiceover and context for readers

to view and listen to. Need to record videos with penis demonstrator or

find videos online that are already demonstrating the steps.

Agenda for Next Meeting

❖ Assigning slides for PowToon.

❖ Working on key determinants of behavior as a group in the next meeting.

➢ Discussing which key determinants should be in the final submission.



Meeting was adjourned at 4:30pm by Jennifer Diaz. The next general meeting will be at 4:00pm

on 3/15/18, in the Graduate Lab, Natural Science building.

Minutes submitted by: Jennifer Diaz

B. Health education program
C. HSCI 612 feedback

Group Name Points

Prescription Drug Abuse 14

Stress Management 8

Marijuana 7

Food Insecurity 8


Bike Safety 5