HIV Stigma Reduction for Health Facility Staff: Development of a Blended- Learning Intervention.
HIV Stigma Reduction for Health Facility Staff: Development of a Blended- Learning Intervention.
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DOI：
10.3389/fpubh.2018.00165
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发表时间：
2018
影响因子：
5.2
通讯作者：
Ekstrand ML
中科院分区：
文献类型：
--
作者：
Nyblade L;Srinivasan K;Mazur A;Raj T;Patil DS;Devadass D;Radhakrishna K;Ekstrand ML
引言：污名化对健康和健康不公平的影响越来越被人们所认识。虽然许多医疗条件引发污名化，但艾滋病毒污名化的负面影响特别有据可查。艾滋病毒污名化破坏了艾滋病毒预防和治疗的获得、接受和坚持。艾滋病毒感染者在日常生活的各个方面都面临耻辱;然而，卫生系统中的耻辱尤其有害。减少卫生设施污名干预措施的一个关键组成部分是对工作人员进行参与性培训，通常是通过几天的面对面培训。虽然这种方法显示出希望，但它是时间密集型的，并对忙碌的卫生设施提出了挑战。作为回应，DriSti研究在印度卡纳塔克邦制定了一个简短的混合学习方法来减少耻辱感。本文描述了干预开发的过程和最终内容。干预措施目前正在测试中。最终评价结果将在研究完成后发表。研究方法：基于社会认知理论原则的行为改变策略，强调人际互动与促进行为改变的具体策略相结合的重要性，我们采用了三阶段的干预开发方法：（1）内容规划-审查现有的参与性污名减少培训活动;（2）故事板-脚本开发和平板电脑内容制作;以及（3）平板电脑和现场会议材料的试点测试。结果：最终的干预课程包括三个阶段。最初的两个自我管理的平板电脑会议侧重于耻辱意识，态度，对艾滋病毒传播的恐惧，以及标准预防措施的使用。第三次小组会议涉及相同的材料，但包括通过角色扮演和艾滋病毒感染者的证词进行技能建设。一名研究团队成员负责管理平板电脑会话，解释流程，并全程在场回答问题。结论：本文介绍了混合式学习课程内容的理论基础和开发过程，以及实践经验。该方法涵盖了艾滋病污名的三个关键驱动因素-污名意识、对艾滋病传播的恐惧和态度。为自主学习开发视频内容是复杂的，需要各种各样的人和技能，并为减少耻辱提供了意想不到的机会。由艾滋病毒感染者共同主持面对面的会议是一个关键组成部分。
Introduction: The effect of stigma on health and health inequity is increasingly recognized. While many medical conditions trigger stigmatization, the negative effects of HIV stigma are particularly well documented. HIV stigma undermines access, uptake, and adherence to both HIV prevention and treatment. People living with HIV face stigma in all aspects of their daily lives; however, stigma in the health system is particularly detrimental. A key component for health facility stigma-reduction interventions is participatory training of staff, often through several days of in-person training. Though this approach shows promise, it is time intensive and poses challenges for busy health facilities. In response, the DriSti study has developed a brief blended-learning approach to stigma reduction in Karnataka State, India. This paper describes the process and final content of the intervention development. The intervention is currently being tested. Final evaluation results will be published upon study completion. Methods: Grounded in behavior change strategies based on social cognitive theory principles that stress the importance of combining interpersonal interactions with specific strategies that promote behavior change, we used a three-phase approach to intervention development: (1) content planning—review of existing participatory stigma-reduction training activities; (2) story boarding—script development and tablet content production; and (3) pilot testing of tablet and in-person session materials. Results: The final intervention curriculum consists of three sessions. Two initial self-administered tablet sessions focus on stigma awareness, attitudes, fears of HIV transmission, and use of standard precautions. The third small group session covers the same material but includes skill building through role-play and testimony by a person living with HIV. A study team member administers the tablet sessions, explains the process, and is present throughout to answer questions. Conclusion: This paper describes the theoretical underpinning and process of developing the blended-learning curriculum content, and practical lessons learned.The approach covers three key drivers of HIV stigma—stigma awareness, fear of HIV transmission, and attitudes. Developing video content for the self-directed learning is complex, requires a diverse set of people and skills, and presents unexpected opportunities for stigma reduction. Co-facilitation of the in-person session by someone living with HIV is a critical component.
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DOI：
10.1016/j.jana.2015.11.001
发表时间：
2016-05-01
影响因子：
2
作者：
Caine, Vera;Mill, Judy;Chaw-Kant, Jean
通讯作者：
Chaw-Kant, Jean
影响因子：
4.9
作者：
Dlamini, Priscilla S.;Wantland, Dean;Holzemer, William L.
通讯作者：
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影响因子：
6
作者：
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通讯作者：
Tsai, Alexander C.
影响因子：
7.4
作者：
Källander K;Tibenderana JK;Akpogheneta OJ;Strachan DL;Hill Z;ten Asbroek AH;Conteh L;Kirkwood BR;Meek SR
通讯作者：
Meek SR
影响因子：
12.7
作者：
Hatzenbuehler, Mark L.;Phelan, Jo C.;Link, Bruce G.
通讯作者：
Link, Bruce G.