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Nurse practitioner (NP) student knowledge of PrEP in preventing human immunodeficiency virus (HIV) in high-risk women
Descriptive
TitleInfo
Title
Nurse practitioner (NP) student knowledge of PrEP in preventing human immunodeficiency virus (HIV) in high-risk women
Name
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NamePart
(type = family)
Inokon
NamePart
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Regina
NamePart
(type = date)
1976-
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Regina Inokon
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(authority = RULIB)
author
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(type = personal)
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Gerti
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Gerti Heider
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Advisory Committee
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chair
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Loveless
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Thomas
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Thomas Loveless
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Advisory Committee
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co-chair
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NamePart
Rutgers University
Role
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degree grantor
Name
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NamePart
School of Nursing - RBHS
Role
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school
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Text
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theses
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2020
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2020-05
Language
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English
Abstract
(type = abstract)
Purpose: The purpose of this pilot study was to assess knowledge and awareness of pre-exposure prophylaxis (PrEP) in senior nurse practitioner (NP) students and compare the effectiveness of the education interventions in increasing knowledge of PrEP to high-risk women among NP students. In 2012, the Food and Drug Administration (FDA) approved PrEP for use in preventing human immunodeficiency virus (HIV) in high-risk individuals, but uptake remains low in women.
Methodology: The study was conducted using a pre-test, post-test design, and a 2-weeks follow-up post-test evaluation. Senior NP students enrolled in an adult-gerontology primary care 3 clinical course in a university in Northern New Jersey were recruited for the study. The target population represents nurse practitioner students training to become providers in clinical settings that heavily rely on prescribing medication as an essential part of the practice. After completing the pre-test, the NP students received a PrEP PowerPoint educational intervention; following the teaching intervention, students completed a post-test. Two weeks later, they completed another 2-weeks follow-up post-test evaluation to assess retention and determine utility of the information in the clinical setting.
Results: Thirty-two volunteered senior students participated in the study. After an educational intervention, significant increases in knowledge of PrEP were noted from pre-test (M = 7.25) to post-test (M = 8.75) based on both the paired t test (t[31] = 7.12, p = .001) and from pre-test (M = 7.25) to follow-up (M = 9.63) based on both the paired t test (t[31] = 10.23, p = .001) and the Wilcoxon matched pairs test (z[31] = 4.73, p = .001). Also, significant increases in knowledge were also noted from post-test (M = 8.75) to follow-up (M = 9.63) based on both the paired t test (t[31] = 3.51, p = .001) and the Wilcoxon matched pairs test (z[31] = 2.91, p = .004).
Implications for Practice: Are clinical practice, healthcare policy, quality & safety, education, and economics.
Conclusion: NP students' knowledge and acceptance of PrEP and their likelihood to prescribe PrEP as HIV prevention improved after an educational intervention.
Methodology: The study was conducted using a pre-test, post-test design, and a 2-weeks follow-up post-test evaluation. Senior NP students enrolled in an adult-gerontology primary care 3 clinical course in a university in Northern New Jersey were recruited for the study. The target population represents nurse practitioner students training to become providers in clinical settings that heavily rely on prescribing medication as an essential part of the practice. After completing the pre-test, the NP students received a PrEP PowerPoint educational intervention; following the teaching intervention, students completed a post-test. Two weeks later, they completed another 2-weeks follow-up post-test evaluation to assess retention and determine utility of the information in the clinical setting.
Results: Thirty-two volunteered senior students participated in the study. After an educational intervention, significant increases in knowledge of PrEP were noted from pre-test (M = 7.25) to post-test (M = 8.75) based on both the paired t test (t[31] = 7.12, p = .001) and from pre-test (M = 7.25) to follow-up (M = 9.63) based on both the paired t test (t[31] = 10.23, p = .001) and the Wilcoxon matched pairs test (z[31] = 4.73, p = .001). Also, significant increases in knowledge were also noted from post-test (M = 8.75) to follow-up (M = 9.63) based on both the paired t test (t[31] = 3.51, p = .001) and the Wilcoxon matched pairs test (z[31] = 2.91, p = .004).
Implications for Practice: Are clinical practice, healthcare policy, quality & safety, education, and economics.
Conclusion: NP students' knowledge and acceptance of PrEP and their likelihood to prescribe PrEP as HIV prevention improved after an educational intervention.
Subject
(authority = local)
Topic
HIV
Subject
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Topic
Family Nurse Practitioner
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Rutgers University Electronic Theses and Dissertations
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ETD_10581
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Extent
1 online resource (97 pages) : illustrations
Note
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DNP
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Includes bibliographical references
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Title
School of Nursing (RBHS) DNP Projects
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rucore10004500001
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NjNbRU
Identifier
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doi:10.7282/t3-wpgk-qr32
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
FamilyName
INOKON
GivenName
REGINA
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Copyright Holder
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Permission or license
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2020-02-09 01:43:37
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Name
REGINA INOKON
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Copyright holder
Affiliation
Rutgers University. School of Nursing - RBHS
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Embargo
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2020-05-31
DateTime
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2022-05-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 31st, 2022.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-07-22T16:24:34
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