Efficacy of an Educational Intervention to Increase Consent for HIV Testing in Rural Appalachia

Basta, Tania B.; Stambaugh, Teena; Fisher, Celia B.

doi:10.1080/10508422.2014.948958

Cited by 14 publications

(11 citation statements)

References 24 publications

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“…One way is to increase knowledge of HIV transmission to ensure that those who aren't infected have adequate knowledge that will mitigate fear of interacting with those infected. Documented evidence supports that people with high levels of HIV knowledge tend to have low levels of HIV stigma [10] , [15] , [19] .…”

Section: Discussionmentioning

confidence: 99%

“…campus care centers, student union, and library), website, and/or social media. Research indicates that even brief educational interventions can significantly increase HIV knowledge and reduce stigma [19] , [51] , so interventions do not need to be complicated; they just need to be tailored to meet the needs of the students.…”

Section: Discussionmentioning

confidence: 99%

“…While the stigma against such groups has dwindled, PLWHA still face discrimination. Recent studies acknowledge that participants had negative perceptions towards HIV positive individuals whereby they would not: patronize an HIV positive merchant, attend to a sick relative [10] , be comfortable sending a child to school where one of the students was positive, or work in an office with an HIV positive employee [19] .…”

Section: Introductionmentioning

confidence: 99%

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Factors Associated with HIV Related Stigma among College Students in the Midwest

et al. 2017

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In general, U.S. college students have low perceived susceptibility of acquiring HIV infection while 15–25 percent of youth have had negative perceptions towards HIV positive individuals. Factors associated with HIV stigma among college students were examined in a convenience sample of 200 students. Descriptive and inferential statistics were utilized to summarize the data. Only four percent of participants responded correctly to HIV transmission knowledge items. HIV transmission knowledge scores were significantly higher for participants who were single with partner and those who resided outside university residential dorms (p < 0.05). There was a significant negative correlation between composite HIV knowledge scores and stigma scores r = −0.18 (p < 0.05). After adjusting for confounders, a marginal significant negative linear relationship emerged (β = −0.09, p = 0.06) between HIV knowledge and stigma. HIV prevention education among college students needs to be addressed with nuance to minimize HIV knowledge gaps, stigma and student risk perception that impacts HIV prevention and stigma against those living with HIV.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors Associated with HIV Related Stigma among College Students in the Midwest

et al. 2017

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“…Basta, Stambaugh, and Fisher (2015/this issue) sought to assess barriers to and the effectiveness of a brief intervention for enhancing informed consent to a study teaching rural Appalachians recruited from an out-patient mental health and drug treatment clinic on the use of HIV home testing kits. NIDA has promoted the Seek, Test, Treat, and Retain model of care to reduce HIV infections among high-risk populations.…”

Section: An Overview Of the Special Issue Contributionsmentioning

confidence: 99%

Enhancing the Responsible Conduct of Sexual Health Prevention Research Across Global and Local Contexts: Training for Evidence-Based Research Ethics

Fisher

2014

Ethics & Behavior

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The HIV/AIDS pandemic has brought global attention to the ethical challenges of conducting research involving socially vulnerable participants. Such challenges require not only ethical deliberation but also an empirical evidentiary basis for research ethics policies and practices. This need has been addressed through the Fordham University HIV and Drug Abuse Prevention Research Ethics Institute, a National Institute on Drug Abuse–funded program that trains and funds early career scientists in conducting research on HIV/drug abuse research ethics. This article describes the ethical framework guiding Institute training and introduces readers to six empirical articles in this special issue that illuminate and help foster the responsible conduct of research.

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“…Certain barriers to HIV testing among women have been identified in the literature. These include cultural values, fear of HIV test results, low‐risk perception, older age, fewer than 13 years of education, not seeing a healthcare professional within the preceding year, stigma and discrimination, lack of HIV‐related knowledge, being in a committed relationship with a partner, and not being pregnant (Akers, Bernstein, Henderson, Doyle, & Corbie‐Smith, ; Basta, Stambaugh, & Fisher, ; Bogart et al., ; Cianelli, Ferrer, & McElmurry, ; Lopez‐Quintero et al., ; Messer et al., ; Tan et al., ; White et al., ). As noted by Solorio, Forehand, and Simoni (), significant differences in attitudes and beliefs are found when comparing nontesters and testers.…”

mentioning

confidence: 99%

HIV Testing Among Heterosexual Hispanic Women in South Florida

Cianelli

Villegas

Irarrázabal

et al. 2019

J of Nursing Scholarship

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Purpose The purpose of this study was to examine the influence of selected facilitators, barriers, beliefs, and knowledge suggested by the literature to be associated with human immunodeficiency virus (HIV) testing among heterosexual Hispanic women. Design This study utilizes a cross‐sectional design to analyze secondary data from SEPA III: The Effectiveness Trial. SEPA stands for Salud, Educacion, Prevencion y Autocuidado, which translates to Health, Education, Prevention, and Self‐Care. The Social Cognitive Model (SCM) guided this study. Methods Three hundred twenty heterosexual Hispanic women 18 to 50 years of age participated in this study. Data were analyzed using descriptive statistics and logistic regression. Findings The most common facilitators for HIV testing were receiving recommendations from a healthcare provider (HCP) and the test is offered by an HCP rather than women asking for it. The most common barrier to testing was having no reason to believe they were infected. Most women believed a positive test result would encourage them to take better care of themselves. However, as much as 15% of women reported desires to kill or hurt themselves if they test positive. On the other hand, a negative result would make them assume their partners are negative and thus do not need to be tested. Significantly, explanatory variables related to HIV testing were knowledge and the HIV test is offered by an HCP instead of women asking for it. Conclusions Strengthening HIV knowledge and offering HIV tests are significant contributions that nurses make to the health of Hispanic women. The SCM can be used to design programs to increase HIV testing among Hispanic women. Clinical Relevance Nurses are encouraged to offer testing and provide culturally competent HIV prevention education to increase HIV testing among Hispanic women.

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Efficacy of an Educational Intervention to Increase Consent for HIV Testing in Rural Appalachia

Cited by 14 publications

References 24 publications

Factors Associated with HIV Related Stigma among College Students in the Midwest

Factors Associated with HIV Related Stigma among College Students in the Midwest

Enhancing the Responsible Conduct of Sexual Health Prevention Research Across Global and Local Contexts: Training for Evidence-Based Research Ethics

HIV Testing Among Heterosexual Hispanic Women in South Florida

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