NURS FPX 8024 Assessment 3 Leading Global Health Strategic Plan and Policy Development

Student name: Jhon Lee

Capella University

NURS FPX8024

Professor Name

Submission Date: 2 Aug 2025

Leading Global Health Strategic Plan and Policy Development

Hi, I am Name. In NURS FPX 8024 Assessment 3, I will offer the global health strategic plan to alleviate the human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) problem.

Instructions for NURS FPX 8024 Assessment 3

In NURS FPX 8024 Assessment 3, learners are expected to develop a global health strategic plan that addresses a critical issue such as HIV/AIDS. The HIV/AIDS is a burning health concern which still affects the lives of millions of individuals all over the world. Notwithstanding the prevention measures, HIV/AIDS remains a significant challenge as a public health concern: most notably in South Africa, where more than 7.8 million people are infected and are at a higher risk of co-morbidities (United Nations Programme on HIV/AIDS, 2025). The epidemic affects young women aged 15-24 disproportionately, and are three times more likely to be infected than men due to social, economic and cultural factors (United Nations Programme on HIV/AIDS, 2025). The outcome goals of the strategic plan will include the reduction of transmission rates, enhanced early diagnosis, and better adherence to the lifelong treatment based on culturally sensitive interventions within the communities. Among these interventions is the community education in order to reduce the risk of HIV/AIDS among the targeted population. Education enhances access to care by the population and eliminates stigma as it facilitates sustainable health outcomes.

Evaluating Two Strategies Used Historically to Address the Health Issue

One of the most significant historical events that have been involved in the battle against HIV/AIDS was the widespread introduction of antiretroviral therapy (ART), particularly due to the global efforts. ART programs usually focused on people who were already in contact with formal health care systems, namely adult men or women who received a diagnosis in a hospital of an unplanned infection or women who were diagnosed with giving birth (Kumah et al., 2023). The stigma, low health literacy, and lack of agency in decision making regarding health care services presented to young women in the rural settings predisposed them to being less likely to overcome the multi-layered barriers to accessing ART services. The clashes of poverty and structural obstacles, including the length of the path to the clinic and receiving ART, rendered the availability of consistent ART adherence erratic (Magura et al., 2025). Although ART was politically authorized on a national scale, the provinces and even the rural health care systems experienced systematic resource limitation and were incapable of addressing the demand of chronic, longitudinal HIV care. Poor infrastructure and lack of staff constrained the environmental barriers, which limited outreach to high-need, underserved populations whose health care needs were already complex.

The second intervention that was common over time was a mass media campaign on public health education. Education campaigns related to HIV/AIDS were essential in informing people about the prevention, safe sex, and testing (Liu et al., 2020). Regarding target population, information dissemination is greater to the people of urban and semi-urban localities than the rural localities because of the availability of media and media literacy. The youth and women in traditional communities were exposed to a social environment that stereotyped open discussion about sexuality and thus failed to manage the risk of HIV/AIDS because it was culturally unacceptable. 

African females are also unable to set health objectives because of the linguistic and contextual barriers to countering the HIV/AIDS risk. Socially, the young women are not willing to pursue the help to address the problem of HIV/AIDS because of underlying social and patriarchal norms (Bergh et al., 2023). In economic terms, the media campaigns did not always tune in to communities with social norms of low literacy levels or lack of modern communication media. Politically, the most advocated against media campaigns were at the local levels where local support was lacking once HIV was not a priority or contiguous with the local agenda.

Culturally Sensitive Educational Resource

Another essential part of NURS FPX 8024 Assessment 3 is creating a culturally sensitive educational resource tailored to the target population. To respond to the HIV/AIDS problem among the young women, aged 15-24, in the rural setting, South Africa, an evidence-based and culturally appropriate educational resource, titled, Let Us Talk About HIV/AIDS Together, has been developed. Considering the differences in the literacy rate and access to technology, the resource was useful in enhancing the education of the women about HIV/AIDS prevention (Zhai et al., 2023). Moreover, the resource is expressed in the simple language in order to address the local languages in addition to being linguistically and culturally appropriate. The HIV/AIDS prevention educational tool covers a number of social factors of health that reduce the risk of HIV/AIDS among young women, namely, in rural South Africa.

The resource material is written in the local language since young women who might not have acquired much formal education would be able to read the preventive HIV/AIDS procedures. As far as the health determinant is concerned, the information on reproductive health and support-seeking behavior provided to young women allowed enhancing the health outcomes and quality of life (Idris et al., 2023). They also contributed to cultural stigma and community ownership by involving those members of the community who could be trusted. Moreover, the resource can be linked to the current mobile outreach services, clinics, and local providers to overcome geographic and economical access to health care in underserved rural communities (Schierl et al., 2023). The educational resources are also applicable to the community programming and contribute to health equity as it happens to be a recommended, sustainable mechanism to long-term prevention and care.

The community center where the educational resource will be used is the facility that aims at preventing the occurrence of HIV/AIDs among females in the Sub-Saharan African Region. Educational resource offers a feasible, culturally appropriate, and scalable intervention to minimize the occurrence of HIV among South African youthful women. The educational resource is aligned with the objectives of the field of public health, as well as the personal experience of the target population, by leveraging trusted members of the community, addressing the most relevant social determinants, and building youth-led participation (Byamugisha et al., 2024). The educational resource has the potential to convert awareness into action and increase control over health in young women through adequate implementation and further enhancement.

Conclusion

Preventing HIV/AIDS among young women in South Africa is not only a healthcare issue that needs to be addressed but a competition that everyone should join to start addressing the social, cultural, and systemic issues that are still endangering the lives of the people. HIV/AIDS threats can be controlled through empowerment and education, which is culturally appropriate. The health problem can be alleviated to create the vision of a future where all young women assume control of health and enhance the general quality of life. The education tool assists in curbing the current worldwide problem and enhancing the health of the community.

If you are looking the 2nd assessment of this class visit: NURS FPX 8024 Assessment 2