Effects of HIV/AIDS educational intervention on knowledge, attitude and practices for primary school teachers in Bichi local government Kano, Nigeria
Background: Human immunodeficiency virus (HIV) that causes acquired immune deficiency syndrome (AIDS), is a worldwide public health problem. An estimated 35.0 million people are living with HIV/AIDS globally. Nearly one in twenty adults (4.9%) are living with HIV in sub-Saharan Africa, accounting...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/66926/1/FPSK%28p%29%202016%2025%20IR.pdf http://psasir.upm.edu.my/id/eprint/66926/ |
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| Summary: | Background: Human immunodeficiency virus (HIV) that causes acquired immune
deficiency syndrome (AIDS), is a worldwide public health problem. An estimated
35.0 million people are living with HIV/AIDS globally. Nearly one in twenty adults
(4.9%) are living with HIV in sub-Saharan Africa, accounting for about 70% of the
global burden. Recent survey revealed that prevalence in Nigeria is 4.1%. Despite a
relatively low HIV prevalence of 3.4% in Kano state, a large population size and a
high fertility rate make Kano state one of the 21+1 states accounting for 70% of the
national burden of HIV. Therefore, it is at risk of increased burden and transmission
of HIV. The present study aims to evaluate the effectiveness of HIV/AIDS educational
intervention program framed on the information-motivation-behavioral skills models
among the primary school teachers in Bichi local government area of Kano state,
Nigeria.
Methodology: Randomized control trial design was utilized to investigate the impact
of HIV/AIDS educational intervention on participant’s HIV/AIDS-related knowledge,
attitude and practices. Multi-stage random sampling method was used to select 600
respondents. Participants were randomized to either intervention group or control
group. An eight-hour HIV/AIDS education program comprising of six structured
modules was developed and delivered to intervention group, while the control group
received another eight-hour program on carrier development. Validated and reliable
structured questionnaire was used for data collection. Data was collected at baseline,
immediately for 2 months intervention and 4 months after the intervention, serving as
follow up. General linear model (GLM), repeated measure was applied to assess the
effectiveness of the intervention. The outcome measures (HIV/AIDS-KAPs) were
assessed at baseline, immediately post-intervention (2 months) and 4 months postintervention.
Data was analyzed using SPSS version 22.0. Test of significance was set
at α level 0.05. Results: Respondents in the intervention group showed significant improvement in
HIV/AIDS knowledge, attitude and practices [mean = [10.41 (1.45), posttest 1 mean
score = 17.19 (1.49), posttest 2 mean score = 15.00 (0.71), F (2, 3939.580); P < 0.001]:
Attitude [mean = 42.90 (1.88), 64.31 (5.35), 60.36 (2.49); F (2, 2360.382), P < 0.001].
Also, practices [mean = 10.46 (1.39), 16.60 (0.99), 14.89 (1.18); F (1,578), P < 0.001].
Conclusion: The HIV/AIDS educational intervention program developed was
effective in improving HIV/AIDS knowledge, attitude and practices among primary
school teachers in Bichi local government of Kano state, Nigeria. |
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