effect of HIV/AIDS education prevention using web-based she smart on knowledge, attitudes, and practice in adolescent girls

From year to year the number of cases of people with HIV/AIDS has increased. This increase is also experienced in Indonesia, where adolescents infected with HIV/AIDS show a number that tends to rise. It is characterized by a teenager's ignorance about reproductive health and knowledge of his sexual state. So many teenagers are at risk for early marriage problems, pregnancy, sexually transmitted infections, and also HIV/AIDS. To look at the influence of HIV/AIDS education on the knowledge, attitudes, and Practice of Adolescent girls. Use Pre-Experiment with one group pre-test and post-test design. Sampling technique using purposive sampling and obtained the number of 47 students. The research was conducted in Senior High School 12 Makassar in September-October 2021. Data analysis using the McNemar Test. And statistical test results showed there was an influence on the use of HIV/AIDS education using web-based She Smart on knowledge where p-value = 0,000, attitude with a value of p-value = 0.000, and no significant difference in action with p-value = 0.500. There is an influence on the use of web-based HIV/AIDS education using She Smart on knowledge and attitudes but no significant influence on actions before and after an intervention.

The Third Epidemic: Finding our Voice in the Culture of Silence that Surrounds HIV and AIDS

<p>The third epidemic: that of the social reprecussions and the fear of AIDS, continues to generate the myths, prejudice and stigma, so inaccurately associated with HIV and AIDS, often silencing those trying to live so positively with the virus and syndrome. This paper looks to the development of HIV/ AIDS education praxis, from London, New York and Aotearoa/New Zealand perspectives; emphasising the need for all of us to question the culture of silence that surrounds the epidemic[s], while acknowledging the fact that we are all affected by the present pandemic, whether we are living with the virus, educating as to the realities of the virus, or simply choosing to believe that it does not exist. It is in developing our own critical-reflection praxis, (whether we be parents, students or teachers), that we will begin to develop more appropriate and culturally sensitive HIV health education praxis within our schools; along with the voice and infused ability to lobby for policy development that will determine its long-term effectiveness.</p>

The Third Epidemic: Finding our Voice in the Culture of Silence that Surrounds HIV and AIDS

<p>The third epidemic: that of the social reprecussions and the fear of AIDS, continues to generate the myths, prejudice and stigma, so inaccurately associated with HIV and AIDS, often silencing those trying to live so positively with the virus and syndrome. This paper looks to the development of HIV/ AIDS education praxis, from London, New York and Aotearoa/New Zealand perspectives; emphasising the need for all of us to question the culture of silence that surrounds the epidemic[s], while acknowledging the fact that we are all affected by the present pandemic, whether we are living with the virus, educating as to the realities of the virus, or simply choosing to believe that it does not exist. It is in developing our own critical-reflection praxis, (whether we be parents, students or teachers), that we will begin to develop more appropriate and culturally sensitive HIV health education praxis within our schools; along with the voice and infused ability to lobby for policy development that will determine its long-term effectiveness.</p>

Sunset Without AIDS:Protocol for A Randomized Controlled Trial of A Brief Video-Based Intervention To Improve The Ability of AIDS Prevention In Elderly Men.

Background: Although progress has been made in the prevention and treatment of AIDS in China, there are still a considerable number of new infections annually, especially in older men. AIDS health education for older men face a major challenge. Evidence-based, acceptable and scalable interventions are urgently needed to increase their capacity to prevent HIV. We describe a trial protocol to evaluate the effectiveness of a brief video-based intervention targeting older men's ability of AIDS prevention.Design: This study is a randomized controlled trial.The trial will be held in the residents' activity centers of three communities.Methods: A total of 450 older men will be randomly divided into three groups (Sunset Without AIDS intervention group and two control groups) for two weeks. We will assess the feasibility and acceptability of intervention through interviews. The outcomes include changes in participants' knowledge, stigma attitude, risk behaviors attitude and risk behaviors related to AIDS after two weeks and one, three, six months of intervention.Discussion: Sunset Without AIDS may be an innovative way to helpolder men improve AIDS prevention capabilities, fill the gap in video-based AIDS prevention education for the older men in China, and gain experience of AIDS education. This project will innovate the AIDS education ideas of older men and enrich the theoretical research content of AIDS related education of older men.The findings may also provide the basis for the research and formulation of more reasonable AIDS education strategies and prevention and control policies for the elderly.Trial registration: Chinese Clinical Trial Registry, ChiCTR2100045708(data assigned:23 April 2021,http://www.chictr.org.cn/listbycreater.aspx).

Utilising a WeChat intervention to improve HIV and AIDS education among college students in China

Objective: To evaluate a WeChat-based HIV and AIDS educational intervention to enhance knowledge, improve attitudes and reduce stigma among college students in China. Design: Randomised controlled trial. Setting: Public research university in China. Method: A total of 111 college students were randomly assigned to either an intervention group or a control group. Participants in the intervention group received an enhanced HIV and AIDS education course delivered via WeChat for 8 weeks. Independent-samples t-tests were used to analyse changes in HIV-related knowledge, attitudes and stigma. Results: Findings showed that both HIV- and AIDS-related knowledge ( p < .001) and attitudes ( p < .001) significantly changed in the intervention group. The intervention group also demonstrated lower stigma scores on ‘moral judgment’ ( p < .001), ‘personal stigma’ ( p = .01), ‘perceived community stigma’ ( p < .001) and the ‘total stigma scale’ ( p < .001). Conclusion: Results show that college students in China may benefit from a technology-based intervention which could potentially be integrated into routine HIV education for college students.

Gender Equity in HIV/AIDS Education

Since its initial discovery in the early 1980s, through the development of treatment and prophylaxis medications as well as continued attempts at vaccination development, HIV/AIDS has changed the narrative about infectious diseases around the world. It has led to recognition of the complexities of the intersections of sexuality, gender, race, age, culture, and socioeconomic status while simultaneously highlighting gender inequities in all aspects of the disease. These inequities present in clinical trials that include only subsets of the population, prevention strategies that are offered based on oversimplified assumptions about sexual behaviors, and limited education about risk for everyone from schoolchildren through medical professionals. Activists and public health advocates push for inclusion and transparency in research and treatment for HIV/AIDS, but education at all levels has lagged. The United Nations and the International Conference on Population Development have declared school-based sex education a goal for all countries in order to reduce the health burden of HIV/AIDS. Sex education in schools varies between and within countries, with no standardization of how to best educate youth about sex, reproductive health, or disease prevention. Despite continued challenges with curriculum incorporation and content, research suggests that key qualities of an effective educational program include the creation of a safe space for student questions, inclusion of diverse voices, and clear guidance for preventing sexually transmitted infections such as HIV/AIDS. In order to mitigate continued inequity over the next several decades and beyond, comprehensive HIV/AIDS education must emphasize the intersectionality of gender, sexuality, race, age, culture, and socioeconomic status at all levels from elementary introductions through training for medical and mental health researchers and providers.

HIV Education for Learners in Zambian Catholic Schools

In this chapter, HIV and AIDS education for learners in Catholic schools was interrogated from a social justice perspective. The author advances the argument that the learners' right to access HIV and AIDS education in the school context was superficial in addressing the needs of learners. Hence, depriving them of the much needed knowledge, skills, and attitudes necessary for their survival in the context of HIV and AIDS. Therefore, this call for continued dialogue among different stakeholders in order to enable Catholic Schools play the ‘social vaccine' role in the face of HIV and AIDS.

Evaluating the Effectiveness of the AIDS Education and Training Center (AETC) National Human Immunodeficiency Virus/Hepatitis C Virus (HCV) Curriculum

Background People with human immunodeficiency virus (PWHIV) who have hepatitis C virus (HCV) coinfection are at a higher risk of progression of liver disease than the general population. Direct acting antivirals provide a therapeutic option for HCV cure, however access to HCV specific care for PWHIV can be challenging. A paucity of specialist providers is a barrier to this care. Objectives This study aims to assess knowledge gained about HIV/HCV coinfection among health care providers. Methods AIDS Education Training Centers (AETC) have developed a modular national HIV/HCV coinfection curriculum consisting of a free selfdirected online curriculum to educate health care providers, including nonspecialist providers, involved in the care of PWHIV on HCV care and management. The effectiveness of this curriculum was evaluated with pre and post module assessment completion by learners compared with a paired t-test. Results 716 people received links to the curriculum and 277 modules were completed by 221 unique individuals. 86% completed one module, 9% complete 2 modules, and the remaining 5% completed between 3 and all 6 modules. There were statistically significant increases in knowledge in the epidemiology module.