The Symbolic Meaning of HIV: Understanding Lecturers’ Ambivalence over Teaching HIV to Dietetic Students

Abstract

Responding to the increasing reports of health students and professionals demonstrating stigmatized attitudes toward people living with HIV (PLHIV), this article examined the learning process that takes place during their academic training. Using symbolic interactionism as a theoretical framework, we studied the way lecturers in dietetic schools in Indonesia make meaning of their understanding and experience of HIV in relation to their teaching conduct. We found that the current curriculum does not provide adequate opportunities for students to learn and interact with PLHIV. Participants described HIV discussion is mainly limited to the clinical aspects and essential treatment as they were uncomfortable discussing HIV with the students. The ostensible symbolic meaning of HIV among dietetic lecturers in Indonesia was compounded with limitations and restrictions affecting their teaching practices and attitudes to PLHIV. Future intervention is required to help lecturers recognize their degree of awareness and personal values about HIV.

HIV knowledge and stigma among dietetic students in Indonesia: implications for the nutrition education system

“…Training is mostly provided to doctors and nurses who are considered to have higher responsibilities in treatment and at the same time more vulnerable due to their frequent contact with the patients [30]. Even when it is provided, topics delivered during the training were also limited to the technical or clinical necessities and often missed the more fundamental aspect of building a good relationship between patients and providers [31]. The Indonesian National AIDS Commission highlighted the need to equip HIV training for health professionals with the principles of effective service delivery, anti-discriminatory behavior, and human rights [32].…”