Long-term follow-up study on peer-led school-based HIV/AIDS prevention among youths in Shanghai

Abstract

The HIV/AIDS epidemic is a major problem around the world and an increasing percentage of new HIV cases is reported to be by sexual transmission. Many studies have been carried out in the field of peer education on HIV/AIDS among young people, however, few studies focused on the long-term effect of this education. To evaluate both the short- and long-term effects of the peer education programme, we conducted a follow-up study to evaluate the related knowledge, attitudes and behaviour intention to HIV/AIDS among senior high-school students in Shanghai, China. We selected 1950 students from 10 senior high schools in Shanghai, from whom 968 students were selected at random for the intervention group and 982 students for the control group. The same questionnaires were carried out before intervention, one month and one year later in both the groups. In the intervention group, the knowledge score of reproductive health, HIV/AIDS and sexually transmitted disease rose from 21.66 to 31.72 one month later (P < 0.001). After one year it was still 30.97, and there was no significant difference between one month and one year (P > 0.05). The behaviour intention to HIV/AIDS prevention, such as condom use during sexual intercourse also changed before and after the intervention. After both the one month and one-year follow-up intervention, we found that more students declared that they would use condoms during sexual intercourse when compared with the control group (P < 0.001). No change was seen in either knowledge or behaviour intention in the control group. These results showed that peer education on HIV/AIDS prevention among high-school students is both effective in promoting knowledge and in changing behaviour intention long term.

Sexual experience and HIV-related knowledge among Belgian university students: a questionnaire study

“…Previous studies have shown gaps in the HIV knowledge of young adults [12-17]. Different interventions to improve this knowledge have been described, with varying degrees of success [18-21]. Improving knowledge can have different secondary goals: reducing sexual risk behaviour, improving condom use or establishing better attitudes towards people living with HIV (PLWH) [22-24].…”

Effectiveness of an Educational Program Based on the Theory of Planned Behavior for Improving Safe Sexual Behaviors Intention among Addicted Males: A Quasi Experimental Study

“…In justify the behavioral intention, with respect to the model, due to the increasing score of: attitude, subjective norms, and perceived behavioral control, therefore increasing in behavioral intention toward safe sex can be expected. To explain the aim of the study regarding rate of effectiveness of the conducted training programs, the overall estimates of the results indicated the positive impact of theory-based educational intervention toward safe sexual behaviors intention among substance users covered by A and the results obtained in this study were consisted with other similar studies (23,25,(34)(35)(36).…”

Enabling Elements for the Implementation of Community Health Promoter Led Interventions: A Literature Review

“…Five interventions focused on the community members who got benefited by them. Thus, the "Community-Based Lay Health Advisor Training Curriculum to Address Immigrant Children's Caries Disparities", the "Community-based safe Motherhood promoters" and the "Peer-led school-based HIV/ AIDS prevention among youths", based intervention assessment impact on those aspects related with acquired knowledge, as well as self-efficacy reports with respect to the main subject addressed by the different programs (Cai et al, 2008;Mushi et al;Hsu et al). Meanwhile "The World of Malaria" and "Peer led AIDS prevention program for students in an alternative school" evaluated the intervention impact with just one parameter: acquired knowledge and selfefficacy perceived for the risk factor management and exposure leading to the disease, respectively (O'Hara et al, 1996;Carvajal et al, 2010).…”