Phillips J Craig, Caine Vera, Dewart Georgia, de Padua Anthony, Dela Cruz Añiela M, Rickards Tracey, McGinn Maggie, Cator Stephany, Pauly Bernadette Bernie, Gagnon Marilou
a Faculty of Health Sciences, School of Nursing , University of Ottawa , Ottawa , Canada.
b Faculty of Nursing , University of Alberta , Edmonton , Canada.
AIDS Care. 2018 Dec;30(12):1614-1621. doi: 10.1080/09540121.2018.1510108. Epub 2018 Aug 16.
Persistent Human Immunodeficiency Virus (HIV) prevalence rates remain a challenge, particularly because health care providers (HCP) are not fully prepared to engage in HIV care. This hesitancy to engage creates access to care barriers for people living with HIV (PLWH). We conducted a systematic review to identify educational interventions focused on developing HIV competencies in higher education across health science disciplines. We searched databases for primary studies focused on interventions. Using PRISMA guidelines, we identified 20 articles from 19 distinct studies. While there was an overwhelming body of literature that assessed knowledge, skills, and attitudes in health sciences students on HIV and AIDS, the low number of intervention studies was notable. With the exception of two studies, PLWH were not included in the interventions. This finding stands in sharp contrast to the well-established Greater Involvement of People Living with HIV and/or AIDS (GIPA) and Meaningful Engagement of People Living with HIV and/or AIDS (MEPA) principles. The primary means of the educational intervention was focused on delivering lectures to address HIV and AIDS knowledge for HCP. There was a significant lack of focus on historical, cultural, policy and legal contexts of HIV and AIDS care; theoretical justifications for the interventions were absent. No study focused on the impact of an intervention on the care provided to PLWH by HCP after graduation. There is an urgent need to develop long-term sustainable and scalable interventions that address the consistently identified lack of knowledge and skills, and stigmatizing attitudes of HCP and students.
人类免疫缺陷病毒（HIV）的持续流行率仍然是一个挑战，特别是因为医疗保健提供者（HCP）尚未完全准备好参与HIV护理工作。这种参与的犹豫为HIV感染者（PLWH）造成了获得护理的障碍。我们进行了一项系统综述，以确定侧重于在健康科学各学科的高等教育中培养HIV相关能力的教育干预措施。我们在数据库中搜索了侧重于干预措施的原始研究。根据PRISMA指南，我们从19项不同的研究中确定了20篇文章。虽然有大量文献评估了健康科学专业学生对HIV和艾滋病的知识、技能和态度，但干预研究的数量较少，这一点值得注意。除两项研究外，HIV感染者未被纳入干预措施。这一发现与既定的HIV感染者和/或艾滋病患者更大程度参与（GIPA）以及HIV感染者和/或艾滋病患者有意义参与（MEPA）原则形成鲜明对比。教育干预的主要方式侧重于为医疗保健提供者提供讲座，以传授HIV和艾滋病知识。明显缺乏对HIV和艾滋病护理的历史、文化、政策和法律背景的关注；干预措施缺乏理论依据。没有研究关注干预措施对医疗保健提供者毕业后为HIV感染者提供的护理的影响。迫切需要制定长期可持续且可扩展的干预措施，以解决一直存在的知识和技能不足以及医疗保健提供者和学生的污名化态度问题。
