School-Based Teen Pregnancy Prevention Programs: A Review of the Literature

2002 ◽  
Vol 18 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Helina H. Hoyt ◽  
Betty L. Broom

Teenage pregnancy is a well-documented problem in the United States, with approximately 890,000 teenage pregnancies occurring each year. Although teen pregnancy rates have declined since 1991, rates remain higher than the mid-1970s and are fourfold those of European countries. Substantial morbidity and social problems result from these pregnancies, affecting the mother, her children, other family members, and society. Multiple educational approaches have been used, with few demonstrating significant reductions in teen pregnancy. School-based programs have been diverse and multifaceted. Recently, programs with a comprehensive approach have shown potential for success. In this article, characteristics and elements of promising school-based programs are identified and discussed. It is imperative that school nurses play an active role in developing and implementing prevention programs that incorporate rigorous evaluation. As health educators, school nurses are in a prime position to implement and evaluate the effectiveness of teen pregnancy prevention programs.

2022 ◽  
Vol 80 (1) ◽  
Author(s):  
Kristen M. Garcia ◽  
Christi H. Esquivel ◽  
Whitney R. Garney ◽  
Kelly L. Wilson ◽  
Jennifer Farmer

Abstract Background Teen pregnancy prevention in the United States has traditionally focused on the development, testing, and subsequent implementation of a set of evidence-based programs (EBPs), recommended nationally. However, these existing EBPs often do not prioritize the most at-risk or vulnerable populations. Methods The Innovative Teen Pregnancy Prevention Programs (iTP3) project was funded to facilitate the development of new, innovative programs to reach disparate populations. Through a mixed methods design, iTP3 evaluated the process and resulting innovative programs from five iterative cohorts of funded organizations, referred to as Innovators. iTP3 utilized both a traditional funding model with more traditional methods of capacity building assistance, but transitioned over time to a design-focused funding model in which organizations and individuals developed innovative programs through an intensive human centered design process. Results Evaluation results showed that the resulting portfolio of programs had differences in the types of programs resulting from the differing funding models. Notable differences among programs from the two funding models include program length, along with personnel, time, and resources needed to develop and manage. Conclusion Both traditional and design funding models led to innovative programs, with notable differences in the development process and resulting programs.


2018 ◽  
Vol 19 (4) ◽  
pp. 468-489 ◽  
Author(s):  
Elliot Marseille ◽  
Ali Mirzazadeh ◽  
M. Antonia Biggs ◽  
Amanda P. Miller ◽  
Hacsi Horvath ◽  
...  

2021 ◽  
Author(s):  
Kristen M. Garcia ◽  
Christi H Esqu ◽  
Whitney R. Garney ◽  
Kelly L. Wilson ◽  
Jennifer Farmer

Abstract Background: Teen pregnancy prevention in the United States has traditionally focused on the development, testing, and subsequent implementation of a set of evidence-based programs (EBPs), recommended nationally. However, these existing EBPs often do not prioritize the most at-risk or vulnerable populations. Methods: The Innovative Teen Pregnancy Prevention Programs (iTP3) project was funded to facilitate the development of new, innovative programs to reach disparate populations. Through a mixed methods design, iTP3 evaluated the process and resulting innovative programs from five iterative cohorts of funded organizations, referred to as Innovators. iTP3 utilized both a traditional funding model with more traditional methods of capacity building assistance, but transitioned over time to a design-focused funding model in which organizations and individuals developed innovative programs through an intensive human centered design process. Results: Evaluation results showed that the resulting portfolio of programs had differences in the types of programs resulting from the differing funding models. Notable differences among programs from the two funding models include program length, along with personnel, time, and resources needed to develop and manage. Conclusion: Both traditional and design funding models led to innovative programs, with notable differences in the development process and resulting programs.


2021 ◽  
Vol 91 (11) ◽  
pp. 915-927
Author(s):  
Jennifer Manlove ◽  
Kate Welti ◽  
Brooke Whitfield ◽  
Bianca Faccio ◽  
Jane Finocharo ◽  
...  

2007 ◽  
Vol 23 (2) ◽  
pp. 104-110 ◽  
Author(s):  
Linda J. Hulton

Teenage pregnancy and the subsequent social morbidities associated with unintended pregnancies are complex issues facing school nurses in their daily work. In contemporary practice, school nurses are being held to higher standards of accountability and being asked to demonstrate the effective outcomes of their interventions. The purpose of this article is to describe a logic model framework and how it can be used by school nurses in the development, implementation, and evaluation of school-based programs. A logic model framework that is dynamic and responsive will help to build consensus and be a “map” of the program goals, activities, and outcomes. An example of a teenage pregnancy prevention program will be reviewed to demonstrate how a rural community used this framework for ongoing program evaluation and outcome identification in a school-based setting. Specific recommendations for school nurses who wish to use a logic model framework will also be discussed.


2008 ◽  
Vol 24 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Julie A. Strunk

Teenage pregnancy outcomes have become an increasing concern in the United States. Education and support of pregnant teens are critical factors that may determine good or poor pregnancy outcomes. Poor outcomes may include low birth weight, developmental delays, and poor academic performance. Although the number of teenagers experiencing pregnancy and parenting has declined in the U.S., school-based health clinics can be used to provide support and guidance designed to avoid the negative outcomes associated with teenage pregnancy and parenting. By having school-based health clinics, nurse practitioners and school nurses can provide much needed services to pregnant and parenting teens. These services should include educational support, counseling, and community resources. This inquiry provides a metasynthesis of the literature and will review, examine, and summarize the literature relating to the effect of school-based clinics on teenage pregnancy and parenting outcomes.


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