A Controlled Pre-Post Evaluation of a Computer-based HIV/AIDS Education on Students' Sexual Behaviors, Knowledge and Attitudes.
A Controlled Pre-Post Evaluation of a Computer-based HIV/AIDS Education on Students' Sexual Behaviors, Knowledge and Attitudes.
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DOI：
10.5210/ojphi.v4i1.4017
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发表时间：
2012-01-01
影响因子：
--
通讯作者：
Musiimenta, Angella
中科院分区：
文献类型：
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作者：
Musiimenta, Angella
与性教育和艾滋病毒教育的传统方法不同，信息技术可以成为一种创新的教学工具，可以用来教育人们关于艾滋病毒的知识。这与针对年轻人、喜欢使用信息技术的人群以及更容易感染艾滋病毒/艾滋病的人群的干预措施特别相关。然而，严格评估发展中国家以学校为基础的计算机辅助艾滋病毒/艾滋病干预措施的经验性研究很少。在这一领域进行的少量研究主要是在发达国家进行的，这使得人们对这种干预措施在低资源环境下的有效性知之甚少，而且这些环境是艾滋病毒/艾滋病感染的主要宿主。这项研究通过对世界从我开始(WSWM)的影响进行干预前的受控评估来弥补这一差距，WSWM是在乌干达学校实施的计算机辅助艾滋病毒/艾滋病干预措施。研究问题是：WSWM干预对学生的性行为、艾滋病知识、态度和自我效能感有显著影响吗？为了解决这个问题，在干预前(2009年2月)和干预后(2009年12月)，对干预组(接受西沃姆干预的组)的146名学生和对照组(没有接受西沃姆干预组)的146名学生进行了问卷调查。结果表明，干预显著提高了学生的艾滋病知识、态度、自我效能感、节欲和忠诚度，但对避孕套的使用无显著影响。不使用避孕套的主要原因是缺乏避孕套使用知识，这可归因于教师不能在课堂上示范避孕套的使用。为了应对这一挑战，干预教师应该不断接受以技能为基础的互动式性教育培训。这项培训将使他们具备自信和互动的教学技能，包括强调通过角色扮演和互动作业培养学生技能的策略。此外，艾滋病毒干预措施本身应该包括互动的虚拟避孕套使用演示，学生可以自己访问。
Unlike traditional approaches to sexuality and HIV education which can be constrained by the sensitive nature of the subject, Information Technology (IT) can be an innovative teaching tool that can be used to educate people about HIV. This is especially relevant to interventions targeting young people; the population group fond of using IT, and the same group that is more vulnerable to HIV/AIDS. Yet, there are significantly few empirical studies that rigorously evaluated computer-assisted school-based HIV/AIDS interventions in developing countries. The modest studies conducted in this area have largely been conducted in developed countries, leaving little known about the effectiveness of such interventions in low resource settings, which moreover host the majority of HIV/AIDS infections. This research addresses this gap by conducting a controlled pre-post intervention evaluation of the impacts of the World Starts With Me (WSWM), a computer-assisted HIV/AIDS intervention implemented in schools in Uganda. The research question was: did the WSWM intervention significantly influence students' sexual behaviors, HIV/AIDS knowledge, attitudes and self-efficacy? To address this question, questionnaires were simultaneously administering to 146 students in an intervention group (the group receiving the WSWM intervention) and 146 students in a comparison group (the group who did not receive the WSWM intervention), before (February 2009) and after the intervention (December 2009). Findings indicate that the intervention significantly improved students' HIV/AIDS knowledge, attitudes self-efficacy, sex abstinence and fidelity, but had no significant impact on condom use. The major reason for non-use of condoms was lack of knowledge about condom use which can be attributed to teachers' failure and inabilities to demonstrate condom use in class. To address this challenge, intervention teachers should be continuously trained in skills-based and interactive sexuality education. This training will equip them with self-confidence and interactive teaching skills, including tactics for emphasizing building students' skills through role plays and interactive assignments. In addition, the HIV interventions themselves should include interactive virtual condom use demonstrations that can be accessed by students themselves.