Date of Conferral

2021

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Geri Schmotzer

Abstract

AbstractIn some U.S. ambulatory clinics, limited time is available for patient education during primary care, which is a barrier to increasing the recommended annual screening for HIV of persons with risk factors between the ages of 13 and 64. One solution to removing this barrier is the expansion of the role of frontline staff so that patient education, particularly in the areas of secondary prevention and routine testing, can occur at the beginning of the visit during initial checking in and assessments. At the project site, a rural ambulatory clinic in the southern United States, however, the frontline staff lacked knowledge related to primary and secondary prevention, including the importance of routine testing. The purpose of this project was to educate the site’s 20 frontline staff about HIV risk factors and prevention. The practice-focused question addressed whether a HIV education module for nurses and medical assistants would increase the knowledge of HIV Prevention and Screening. The framework for this project was Malcom Knowles’s adult learning theory. The theory postulates that learning takes place once one is motivated to learn and that learning can take place through one’s lived experience. The project involved a staff education intervention utilizing the Centers for Disease Control and Prevention’s Let’s Stop HIV Together Initiative. The participants were administered a pre/post-test. The data was analyzed using a paired-sample t-test. The results indicated that knowledge increased among the learners. The findings from this project could provide guidance that nursing leaders can use to revise staff education related to HIV testing and other screening programs. Potential implications for positive social change include improved patient care in ambulatory clinics and reduced HIV transmission rates.

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