Ceylan Erdal, Koç Ayşegül
Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Nursing Department, Ankara, Turkey.
Ankara Yıldırım Beyazıt University, Faculty of Health Sciences, Nursing Department, Ankara, Turkey.
Nurse Educ Today. 2021 Apr;99:104808. doi: 10.1016/j.nedt.2021.104808. Epub 2021 Feb 10.
This research is an intervention study designed as a single group pre-test post-test model without control group in order to examine the effect of education provided to nursing students based on peer education model on HIV/AIDS knowledge level and attitude.
DESIGN, METHODS, SETTINGS AND PARTICIPANTS: The research was carried out at Nursing Department of Ankara Yıldırım Beyazıt University. Sample of the study consisted of second year nursing students who agreed to participate in the study and enrolled Internal Medicine Nursing course for the first time (n = 88). In the first stage of the study, nine peer mentors were selected and a total of 12 h of training were given to them by the researchers. In the second stage, peer mentors provided a total of 12 h of training to nine peer students groups. All groups were created by simple randomization on the "research randomizer" website. Demographics questionnaire, AIDS knowledge scale and AIDS attitude scale were used to collect the data. Data was analyzed by using descriptive statistics, Pearson Chi-square test, paired sample t-Test, Wilcoxon test and Spearman correlation test.
It was determined that peer education provided a statistically significant increase in AIDS knowledge scale score in peer students (pretest x¯=10.32 ± 3.59, posttest x¯=19.69 ± 1.51) (p < 0.001). In addition, peer education was found to provide a statistically significant increase in AIDS attitude scale score in peer students (pretest x¯=56.64 ± 8.36, posttest x¯=72.95 ± 7.02) (p < 0.001).
It has been determined that peer education method is an effective method in increasing HIV/AIDS knowledge and attitude towards people living with HIV/AIDS in nursing students. Therefore, it is recommended to include peer education model in nursing educations regarding HIV/AIDS.
本研究是一项干预性研究，采用单组前后测模型且无对照组，旨在检验基于同伴教育模式向护理专业学生提供的教育对其艾滋病病毒/艾滋病知识水平和态度的影响。
设计、方法、地点和参与者：研究在安卡拉耶尔德勒姆·贝亚泽特大学护理系进行。研究样本包括同意参与研究且首次选修内科护理学课程的二年级护理专业学生（n = 88）。在研究的第一阶段，挑选了9名同伴导师，研究人员对他们进行了总计12小时的培训。在第二阶段，同伴导师对9个同伴学生小组进行了总计12小时的培训。所有小组均通过在“研究随机化”网站上进行简单随机化产生。使用人口统计学问卷、艾滋病知识量表和艾滋病态度量表收集数据。数据采用描述性统计、Pearson卡方检验、配对样本t检验、Wilcoxon检验和Spearman相关性检验进行分析。
确定同伴教育使同伴学生的艾滋病知识量表得分有统计学意义的提高（前测x¯=10.32±3.59，后测x¯=19.69±1.51）（p < 0.001）。此外，发现同伴教育使同伴学生的艾滋病态度量表得分有统计学意义的提高（前测x¯=56.64±8.36，后测x¯=72.95±7.02）（p < 0.001）。
已确定同伴教育方法是提高护理专业学生艾滋病病毒/艾滋病知识以及对艾滋病病毒感染者态度的有效方法。因此，建议在关于艾滋病病毒/艾滋病的护理教育中纳入同伴教育模式。
