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Will Implementing an HIV/AIDS Education Component into Nursing Programs Improve the Quality of Care for HIV

/AIDS Patients?
Mary Jo Bullock, B.F., N.I., and N.L. Advisor: N.A., RN, PhD
Background
HIV/AIDS emerged in the 1980’s amid speculation and misinformation, which rapidly disseminated due to fear of the unknown. The biases and stigmas that have taken root in society are difficult to eradicate and interfere with quality of care that is provided by nurses. Education and training for nurses can improve nurse attitudes and thereby, the quality of care for those diagnosed with HIV/AIDS (Mullins, 2009).

Aim
The purpose of the study is to test whether a nursing HIV/AIDS education and skills intervention will increase the quality of care of HIV/AIDS patients.

Methodology
Design: A quasi-experimental, pre-post test design will be used. Sample: A convenience sampling technique will be implemented. Procedure: A self-administered questionnaire consisting of 30 survey questions will be completed by all participants. It will focus on HIV and AIDS related epidemiology and history, prevention, transmission, HIV treatment, patient counselling, and ethical considerations. The intervention will include lectures, group discussions, conversations with HIV-infected persons, and the distribution of written materials. A post-test will be conducted to evaluate the nurses’ knowledge immediately after the education/training to analyze the success of the intervention. Data Collection and Analysis: The survey results will be calculated before the educational training (pre-test) and directly after the intervention (post-test). A one-sample t-test will be used for data analysis.

Hypothesis
The more knowledgeable nurses are, through education, skills, and training, the better the quality of care for HIV/AIDS patients.

Theoretical Framework
Swanson’s Caring Theory

Implications
The outcome of this study will benefit HIV/AIDS patients, nurses, health care managers, and the general public. Improved quality of care promotes lower transmission/new infection rates, and a reduction in HIV/AIDs related deaths.

References
Chen, W. T., & Han, M. (2010). Knowledge, attitudes, perceived vulnerability of Chinese nurses and their preferences for caring for HIV-positive individuals: A cross-sectional survey. Journal of Clinical Nursing, 19(21‐22), 3227-3234. Chendake, M. B., & Mohite, V. R. (2013). Assess the knowledge and attitude of nursing students towards HIV/AIDS. Indian Journal of Scientific Research, 4(1). Delobelle, P., Rawlinson, J. L., Ntuli, S., Malatsi, I., Decock, R., & Depoorter, A. M. (2009). HIV/AIDS knowledge, attitudes, practices and perceptions of rural nurses in South Africa. Journal of Advanced Nursing, 65(5), 10611073. Mockiene, V., Suominen, T., Välimäki, M., Razbadauskas, A., Caplinskas, S., & Martinkenas, A. (2011). Nurses’ willingness to take care of people living with human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS): Does a teaching intervention make a difference? Nurse Education Today, 31(6), 617-622. Mullins, I. L. (2009). How caring for persons with HIV/AIDS affects rural nurses. Issues in Mental Health Nursing, 30(5), 311-319. Relf, M. V., Laverriere, K., Devlin, C., & Salerno, T. (2009). Ethical beliefs related to HIV and AIDS among nursing students in South Africa and the United States: A cross-sectional analysis. International Journal of Nursing Studies,46(11), 1448-1456. Yiu, J. W., Mak, W. W., Ho, W. S., & Chui, Y. Y. (2010). Effectiveness of a knowledge-contact program in improving nursing students’ attitudes and emotional competence in serving people living with HIV/AIDS. Social Science & Medicine, 71(1), 38-44.