The Centers for Disease Control and Prevention (CDC) recently updated their Sexually-Transmitted Infection (STI) Treatment Guidelines with a revision to the approach to gonococcal infections in December 2020 and other STIs in July 2021. This article reviews the new recommendations and highlights important updates from the 2015 iteration that are crucial for primary care and community health practice.
Aims
Chlamydia disproportionately affects individuals aged 15–24 years. A lack of chlamydia knowledge in this high‐risk group likely contributes to decreased testing, but interventions to increase chlamydia knowledge in this population are not well‐described in the literature. The purpose of this pilot project was to increase chlamydia knowledge in a sample of university students using nurse‐developed web‐based education.
Design
A pre‐ and post‐test design was used to evaluate participant knowledge of chlamydia before and after completing a nurse‐developed web‐based education intervention designed for university students.
Methods
Forty‐seven undergraduate students at one U.S. university participated. A focus group and scientific evidence informed the development of the web‐based education.
Results
Participants had a significant increase in chlamydia knowledge after completing the online educational intervention (
M
= 8.0,
SD
= 0.000) compared to baseline (
M
= 6.5,
SD
= 1.5),
t
(33) = −5.821,
p
< .0001. Pilot results provide promising evidence that web‐based nurse‐developed education designed specifically for university students can increase chlamydia knowledge.
Squamous cell carcinoma is the second most common nonmelanoma skin cancer, and it may present in a variety of ways. Several common conditions, including some that are benign, may mimic squamous cell carcinoma. It is critical for clinicians to be knowledgeable of the presentation of squamous cell carcinoma and other conditions that may present similarly to prevent a delayed or missed diagnosis. This case will be helpful for providers in general dermatology practice as it describes a presentation of squamous cell carcinoma and differential diagnoses considered.
I mproved survival in infants and children with congenital heart disease (CHD) has led to increasing recognition of neurodevelopmental delays and psychological co-morbidities, due to multifactorial causes, common in this growing population. 1 The ''neurodevelopmental phenotype'' of children with CHD generally includes mild cognitive deficits, attention deficit/hyperactivity, impaired executive functioning, and delays in receptive and expressive communication, fine and gross motor skill, and visual processing; all important indicators of school readiness. 2 Children with CHD are at increased risk for mental health disorders including anxiety, depression, and posttraumatic stress. 3,4 These neurodevelopmental delays can evolve over time and have a profound impact on academic and occupational success, as well as the development of adaptive skills needed to transition to adulthood. Studies have reported increased need for special education services among school age children with CHD, 5,6 as well as lower third-and fourth-grade reading and mathematics achievement test scores. 6,7 Adolescents with complex CHD face challenges to school success related to ongoing physical health needs, activity and attendance restrictions, and bullying related to perceived differences from peers. 8 Adult survivors of CHD are more likely than adults without CHD to not complete a university degree, high school, or vocational training. 9 This underscores the lifelong impact of CHD and its associated effects on neurodevelopmental, functional, and academic outcomes.School readiness, defined by the American Academy of Pediatrics, includes a holistic view of the child's readiness, the school's readiness to receive the child, and the family and community's ability to support the
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