A qualitative analysis on the education of HIV and health in children and adolescents living with HIV in Tanzania
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Notice bibliographique
Résumé
Background: In 2011, the CALWHA program (Children and Adolescent Living with HIV/AIDS) was developed by the association METIS (Student Movement Working Against Health Access Inequalities). Shirati is a known area to have one of the highest prevalence of HIV in Tanzania and at the world level. It was one of the reasons to implement the program there in 2013. The goal of the program was to improve the physical and mental well-being, antiretroviral therapy adherence, and retention of care of children and adolescents living with HIV. The evaluation survey conducted in 2016 identified that there was a need to improve education of the program. This is regularly requested by or on behalf of the children, the caretakers and the health professionals. HIV knowledge of the children was also tested during the annual monitoring. There were gaps concerning their understanding of the disease, despite education being an essential objective and component of the project. Aim: The objective of this Master thesis was to understand the gaps in HIV-related knowledge among children and adolescents living with HIV/AIDS treated at Shirati KMT CDH, and to identify the best strategy to educate this population on those subjects. Methods: We conducted 22 in-depth interviews and 5 focus groups with a convenience and purposeful samples. A total of 56 individuals were interviewed including children and adolescents, caretakers, doctors, nurses, data clerks, pharmacist and home-based caretakers at Shirati KMT CTC clinic and at participants’ home in August 2018. Interview topics included HIV, different transmission pathways, antiretrovirals (ARVs), health management (pills, food, opportunistic illnesses), pregnancy and mother transmission, HIV stigma, relations and sexuality, adherence, clinical follow-up, peer education and genderbased education. Transcribed texts were coded and analyzed based on grounded theory. Results and discussion: We identified the different gaps of knowledge that should be focused to improve education and address participants’ requests: different HIV transmission pathways, the impact of this virus in the body, the name and the mechanisms of ARVs, opportunistic infections, importance of clinic attendance, disclosure, self-awareness, sexuality, family planning issues, relationships, prevention, pregnancy, motherhood, safe baby delivery, nutrition, life-style, health in general and hygiene. The best strategy to educate this population would be a visual support. Other ways of providing education such as peer education, community-based education, gender-based education and games are already used at Shirati KMT CDH, they need to be consolidated, especially peer education. An additional day for education must be discussed depending on the available resources.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle