Online HIV prevention information

Abstract

Purpose -Two research questions are addressed: what are black female college students' perceptions of current messages present on web sites about HIV/AIDS awareness and prevention?; and what messages do black female college students find culturally relevant to them, and why? Results indicate that these women perceive several communication barriers including lack of trust and unfamiliarity with information sources, stigma ascribed to HIV, as well as misconceptions and traditional values held by some in the black community and health institutions. HIV prevention messages are perceived as relevant if they exhibit qualities including interactive features. The paper aims to discuss these issues. Design/methodology/approach -To understand black collegiate women as health information seekers, it is important to engage paradigms that allow researchers to make sense of how group members construct their content needs, what helps shape this construction, and the meaning derived from the consumption of the information, focus groups are an effective qualitative method for enabling collective discussion and interaction between research participants that facilitates the exploration of under-researched topics like HIV prevention as well as the language commonly used by respondents to describe HIV from a socio-cultural perspective. The research team conducted three focus groups to appraise current black female college students' attitudes and perceptions of messages presented on HIV/AIDS prevention and awareness web sites Findings -HIV prevention messages are perceived as relevant if they exhibit qualities including interactive features, practical advice using non-technical vocabulary, content authored and disseminated by familiar and trustworthy individuals and institutions, and risk related to individual behaviors rather than the demographic group. Implications of the findings and suggestions for future research on the design of health information systems are provided. Research limitations/implications -This research is based on a small sample size based on one region of the USA. Practical implications -Health communication materials should also provide strategies for dispelling myths, and combating feelings of stigma, and mistrust. In addition, practical advice such as questions to ask physicians may help to produce positive and desirable outcomes as black women seek services from the healthcare system. The message itself must take into account a number of factors include short and simple messages, clean web pages, navigation structures that make information The current issue and full text archive of this journal is available at easy to find, comprehensive information all found in a single web site, and interactive features to facilitate discussion and sharing. In particular, with social media, women can also play a role in the creation and dissemination of health messages in multiple modalities including text, spoken word, still and moving images, and music. Social implications -"A major component of preventive health practice...

Exploring Black College Females’ Perceptions Regarding HIV Prevention Message Content

“…Consistent with previous research, and complimentary to the amount of social media usage by Black youth, the suggested mode of delivery for HIV prevention content was Social Media outlets (Chandler et al, 2015; Payton et al, 2014, Pew Research Center, 2014). Participants recommended creating short audio-visual messages with an emphasis on scenarios that market relatable or familiar contexts/settings (e.g., dorm room), appealing graphics for HIV health promotion messages (e.g., emojis), and realistic visual representation of overall HIV health and wellness (e.g., people living with HIV look like me).…”

“…Similar to results noted by Payton, Kvasny, and Kiwanuka-Tondo (2014), the Black college women wanted information to be candid and precise, and felt that freshmen could benefit from these efforts the most. To heighten HIV Knowledge , Participants recommended a ‘freshman loading dose of HIV information’ that would include not only exposure to all the HIV prevention media, but a freshman orientation on sex and sexuality that would coincide with the general orientation offered by the university.…”

“…Media specific HIV/STI prevention interventions for African American women who attend HBCUs are timely given the social media climate and their preference for accessing health information via the internet/technological sources (Chandler et al, 2013; Payton, Kvasny, & Kiwanuka-Tondo, 2014). This study’s purpose was to examine (using formative research–focus groups) the pre-existing media campaigns from the iMPPACS study to assess age, gender, and culturally appropriate components identified by African American females who attend HBCUs.…”

Students’ Trust Formation and Credibility Judgements in Online Health Information – A Review Article

“…Banas, 2008;Borzekowski & Rickert, 2001;Douglas et al, 2004;Ghaddar et al, 2012;Hong, 2006;Ivanitskaya et al, 2006;Jiménez-Pernett et al, 2010;Johnson et al, 2015;;S. H. Lim & Kim, 2012;McKinley & Ruppel, 2014;Mou & Cohen, 2014;Neal et al, 2011;Nustad et al, 2008;Oh & Kim, 2014;Payton et al, 2014;Percheski & Hargittai, 2011;Rowley et al, 2015;Scott et al, 2008;Selkie et al, 2011;Senkowski & Branscum, 2015;Skinner et al, 2003;Smart et al, 2012;Tsan & Day, 2007;Van Velsen et al, 2012 Credibility and reliability of information (content or message), information sources, information providers or websites. Bansal & Gefen, 2010;Batten & Dutton, 2011;Catellier & Yang, 2012;Cho et al, 2015;Dutta-Bergman, 2004;Eastin, 2001;Escoffery et al, 2005;Freeman & Spyridakis, 2004;Gray et al, 2005;Hansen et al, 2003;Henderson et al, 2009;Horgan & Sweeney, 2010;Hu & Sundar, 2010;…”

“…Many students reported crossreferencing as a method of assessing credibility online and stated "[i]f a content could be found in more than one website, it was more likely true" (Pariera, 2012). In the study of Payton et al (2014), some students preferred to use Google or wikis, but finally they used to check credibility of the retrieved information from other well-renowned health information sources such as the National Institutes of Health. found that students' trust in retrieved online information was based on 'cross-check' or 'verification' of the information in other sources like 'friends' and 'family', or on comparison with 'prior knowledge'.…”