An Experimental Comparison of Two AIDS Prevention Interventions among Young Zimbabweans

Wilson, David J.; Mparadzi, Albertina; Lavelle, S.

doi:10.1080/00224545.1992.9924719

Cited by 19 publications

(13 citation statements)

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“…After applying the inclusion criteria described in the previous section to the 31 pre-service publications, 20 studies reported in a total of 21 publications 25,26,44,61,63,70,81,83,92,94,117,142,148,156,174,189,191,195,200,201,213 were included in the synthesis (one study was reported in two separate publications, 26,156 and data from both of these were extracted for this report), with 10 references 57,67,85,88,116,179,192,199,202,206 being excluded. Table 45 provides an overview of the key characteristics of the included studies.…”

Section: Results Of the Synthesismentioning

confidence: 99%

Exploring types of individual unlearning by local health-care managers: an original empirical approach

Coombs

Hislop

Holland

et al. 2013

Health Services and Delivery Research

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BackgroundThe ability of health-care managers or organisations to adapt and respond to change is vital if they are to succeed in the contemporary health-care environment. Change involves the learning of new behaviours and giving up, or abandoning, some established ones – more formally defined as unlearning. However, research on unlearning is lacking. This original exploratory study investigates UK NHS health-care managers' engagement with behavioural unlearning and cognitive unlearning, and also considers the related concept of fading. The study also investigates the impact of individual unlearning on participating health-care managers' decision-making.Research questions(1) To what extent do health-care managers engage with the process of unlearning and what impact does the engagement with this process have on health-care managers' decision-making? (2) What are the barriers and enablers that influence the engagement of health-care managers with the process of unlearning? (3) To what extent does the health-care setting affect the level of engagement with the process of unlearning by health-care managers?MethodsThe study investigated these questions through an examination of the academic literature. Several management (Business Source Complete, Emerald), psychological (PsycINFO), health (MEDLINE) and education [Education Resources Information Center (ERIC)] electronic databases were searched for English-language articles that were published between January 2000 and March 2012. The literature provided the basis for original exploratory research that investigated local health-care managers' experiences of unlearning. A case study approach was adopted for empirical data collection, using qualitative interviews to investigate experiences of unlearning in two secondary care NHS trusts (an acute trust and a mental health trust). A total of 85 episodes of unlearning were identified from a purposive sample of 29 health-care managers. The sample participants varied in terms of clinical/non-clinical background, type of department/unit and length of time as a manager.ResultsThe findings show that the health-care managers who participated in this study engaged with unlearning and fading. The engagement is triggered through either an individual experience or a change event. There was little evidence to indicate that health-care setting or professional background had a strong influence over health-care managers' engagement with unlearning, although this finding is limited by the exploratory nature of the study, sample size and range of settings examined. Participants identified a variety of barriers to individual unlearning including personal behaviour and staff resistance to change. Enablers such as personal skills, attitudes and relationships were more commonly cited than organisational enablers such as policies, procedures and work circumstances. The findings also suggest that unlearning does influence the decision-making of health-care managers, encouraging a more discovery-orientated approach.LimitationsThis study has a number of limitations. It is an exploratory study involving a small number of participants drawn from two NHS trusts, which limits the depth of insight that it can provide regarding specific aspects of unlearning processes. Further, because of the relatively low numbers of participants in our study, the findings provide limited insights regarding theextentto which managers engage with processes of unlearning across different health-care settings and theimpacton their decision-making. Finally, the study is able to provide only a limited interpretation of the nature of fading, although the empirical data do provide evidence that fading should not be conceptualised as a type of individual unlearning.ConclusionsThe study has enhanced the theory of individual unlearning by reconceptualising existing unlearning models and developing a new typology that distinguishes between four separate types of individual unlearning. The findings demonstrate that health-care managers who participated in this study engaged with unlearning processes and that this engagement impacted on their decision-making processes. After engaging with individual unlearning, several managers moved away from idea imposition approaches to decision-making in favour of more discovery-focused approaches, which have been reported in academic literature to be more successful. Future work that investigates a greater number of health-care managers' experiences of unlearning in a wider range of settings is necessary to establish the significance of health-care setting to individual unlearning experiences and provide greater generalisability to the findings of this study.FundingThe National Institute for Health Services and Delivery Research programme.

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Section: Results Of the Synthesismentioning

confidence: 99%

Exploring types of individual unlearning by local health-care managers: an original empirical approach

Coombs

Hislop

Holland

et al. 2013

Health Services and Delivery Research

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“…Education, however, is not the only effective means of intervention. Wilson et al . (1992 ) found that skills‐based training produced significantly better changes than information‐based interventions.…”

Section: Resultsmentioning

confidence: 99%

Attitudes of professionals, students and the general public to HIV/AIDS and people with HIV/AIDS: a review of the research

Välimäki

Suominen

Peate

1998

Journal of Advanced Nursing

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This paper provides a review relating to the attitudes of health care professionals, students and the general public to HIV/AIDS and people with HIV/AIDS. This is done by describing the literature on attitudes to HIV and AIDS in three fields of research: medicine/nursing, psychology and the social sciences. In addition, we look at the countries in which research has been conducted in these issues and at the variety of tools and methodological approaches used and at the participants studied. The review shows that, during the 1990s, the research interest in issues related to HIV/AIDS attitudes has rapidly increased. Most of the work on HIV and AIDS has been done in the United States, with the main focus on empirical research using questionnaires. The attention has mostly been on students and their attitudes to AIDS/HIV and sexual behaviour, but increasing interest has also been shown in the attitudes of health care personnel and students. As it seems that attitudes have been highly resistant to change, more consideration needs to be given to finding appropriate ways of educating the general public, students and health care professionals. A comprehensive analysis is also needed of the different tools used in measuring attitudes and in international comparisons of the attitudes of adolescents, health care professionals and students towards AIDS and AIDS patients.

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“…School‐based interventions provide access to the combination of teacher interaction, peer influence, and personal performance efforts and outcomes, thus offering an insight into a student's perceptions and thought processes to which the clinician alone may not have access. Furthermore, studies have shown that active participatory learning activities, such as activities that can easily be completed in a school setting, are the most effective method for developing students' knowledge, attitudes, and skills 17 . Goldstein 16 noted that for interventions to have the greatest effect, they must be implemented in close proximity to the target behavior.…”

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confidence: 99%

Preventing Behavior Problems Among Elementary Schoolchildren: Impact of a Universal School-Based Program in China

Hong

Wang

Agho

et al. 2011

Journal of School Health

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An Experimental Comparison of Two AIDS Prevention Interventions among Young Zimbabweans

Cited by 19 publications

References 4 publications

Exploring types of individual unlearning by local health-care managers: an original empirical approach

Exploring types of individual unlearning by local health-care managers: an original empirical approach

Attitudes of professionals, students and the general public to HIV/AIDS and people with HIV/AIDS: a review of the research

Preventing Behavior Problems Among Elementary Schoolchildren: Impact of a Universal School-Based Program in China

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