Education to meet the challenge of AIDS

Abstract

Studies of health care providers' attitudes have revealed that many have misconceptions and fears about AIDS and possess negative attitudes about caring for people with the disease. Merely transmitting the basic facts about AIDS is insufficient to prepare health care workers to deal with AIDS patients. This article discusses the need for continuing education for health care professionals and educators and offers a model for the development of educational programs. The model is being developed in the School of Allied Health Professions, State University of New York at Stony Brook. Principles of "andragogy"--involvement of both the learner and the educator in identifying students' needs, planning learning experiences, and ongoing evaluation of the learning process--are discussed.

HIV/AIDS training and continuing education for psychologists.

“…The need for adequate HIV/AIDS training for health care professionals is also important given the extent to which health care professionals' fears, prejudices, and attitudes about members of the behavior risk groups may affect their learning about HIV/AIDS and their care for persons with HIV/AIDS (Gerbert, Maguire, Badner, Altman, & Stone, 1989; Gerbert, McCauley, et al, 1989; Gessert & Williams, 1989; O'Donnell, O'Donnell, Pleck, Snarey, & Rose, 1987; Richardson, Lochner, McGuigan, & Levine, 1987; Treiber, Shaw, & Malcolm, 1987; Van Servellen, Lewis, & Leake, 1987; Walton et al, 1989).…”

“…Educating health professionals to meet the challenges of HIV/AIDS requires both technical training and “affective education” (Walton et al, 1989). Given that psychologists are not immune to the prejudice and bias that has been found among other health professionals (Crawford et al, 1991) and the importance of countertransference in psychological services, addressing emotional issues surrounding HIV/AIDS is crucial to training psychologists to work with HIV/AIDS patients.…”

“…Diverse training methods may also affect emotions and attitudes and result in more compassionate and effective care (Gerbert, Maguire, et al, 1989). More specifically, HIV/AIDS training may be improved by including didactic sessions; audiovisual aids 2 ; question-and-answer periods; interactive workshop components; “attitude awareness” participatory and experiential exercises (Gessert & Williams, 1989); small-group discussions (e.g., addressing emotional responses to HIV/AIDS, specific patients, work issues, sexuality, drug usage, risk behaviors, risk of occupational transmission; Walton et al, 1989); concurrent sessions; role playing; case studies; and distribution of bibliographies, articles, and handouts. Providing attendees with HIV/AIDS prevention (e.g., information on safer sex) and public-health materials suitable for dissemination to clients is also advised 3…”