Abstract：
BACKGROUND:There are currently over 1.2 million people in the United States living with HIV, and that number is increasing. Because persons infected are living longer, they must deal with numerous comorbidities complicated by underlying HIV disease. This may require frequent healthcare visits. The majority of new nurses will not be working in positions focused on HIV care, however many nurses will find themselves called upon to care for patients living with HIV regardless of their employment setting. Unfortunately, as the HIV/AIDS epidemic has faded from the headlines, HIV/AIDS education has decreased in most nursing schools, and undergraduate students receive minimal education about HIV/AIDS. Many nursing students nearing graduation report feeling unprepared to care for patients with HIV. This lack of preparation results from lack of knowledge, which can perpetuate fear and stigmatizing attitudes towards people living with HIV. AIM OF THE STUDY:The purpose of this study was to gauge the impact of utilizing speakers living with HIV, and HIV healthcare professionals in preparing undergraduate nursing students to care for patients living with HIV. RESEARCH METHOD:To assess HIV-related knowledge and attitudes of undergraduate nursing students we used a quantitative, descriptive pretest-posttest design. Nonparametric related samples tests and Wilcoxon signed-rank tests were conducted to compare knowledge and attitudes of HIV and persons living with HIV, in undergraduate nursing students before and after an HIV educational experience. CONCLUSIONS:There was a significant difference in the overall scores in HIV knowledge after the education experience (p=0.000). Questions related to stigma on the HIV/AIDS Questionnaire for Health Care Providers also revealed statistically significant improvement. Results suggest the benefits of incorporating this curriculum addition as a method of HIV education into the undergraduate curriculum may make a tremendous impact on student readiness to care for persons with HIV.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Frain JAdoi
10.1016/j.nedt.2016.10.005subject
Has Abstractpub_date
2017-01-01 00:00:00pages
129-133eissn
0260-6917issn
1532-2793pii
S0260-6917(16)30234-9journal_volume
48pub_type
杂志文章abstract：BACKGROUND:Contemporary healthcare systems are in dire need of teamwork and interprofessional collaboration, however, existing curricula of health education programs offer few opportunities to build these capabilities. Virtual simulations enable interaction and cooperative learning for students pursuing health majors. ...
journal_title：Nurse education today
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journal_title：Nurse education today
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journal_title：Nurse education today
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journal_title：Nurse education today
pub_type： 杂志文章,多中心研究
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journal_title：Nurse education today
pub_type： 杂志文章,评审
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journal_title：Nurse education today
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journal_title：Nurse education today
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journal_title：Nurse education today
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journal_title：Nurse education today
pub_type： 杂志文章
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journal_title：Nurse education today
pub_type： 杂志文章,多中心研究
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journal_title：Nurse education today
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journal_title：Nurse education today
pub_type： 杂志文章
doi：10.1016/j.nedt.2009.09.002
更新日期：2010-05-01 00:00:00
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journal_title：Nurse education today
pub_type： 历史文章,杂志文章
doi：10.1016/j.nedt.2009.12.018
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journal_title：Nurse education today
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journal_title：Nurse education today
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doi：10.1016/j.nedt.2012.11.017
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journal_title：Nurse education today
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更新日期：2007-04-01 00:00:00
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journal_title：Nurse education today
pub_type： 杂志文章
doi：10.1016/j.nedt.2013.06.018
更新日期：2014-02-01 00:00:00
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journal_title：Nurse education today
pub_type： 杂志文章
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更新日期：2017-12-01 00:00:00
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journal_title：Nurse education today
pub_type： 杂志文章
doi：10.1016/j.nedt.2018.07.013
更新日期：2018-10-01 00:00:00
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journal_title：Nurse education today
pub_type： 杂志文章
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更新日期：1997-02-01 00:00:00
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journal_title：Nurse education today
pub_type： 杂志文章
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更新日期：2020-01-01 00:00:00
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journal_title：Nurse education today
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journal_title：Nurse education today
pub_type： 杂志文章
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