Browsing by Author "Dianah Kanyesigye"

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    Effect of an Educational Intervention Using a Checklist on Knowledge, Attitude and Self-efficacy of Nurses Engaging in the Process of Disclosure among Children with Perinatal HIV at a District Hospital in Southwestern Uganda
    (Uganda Christian University, 2025-04-18) Dianah Kanyesigye
    Background/Purpose: HIV disclosure to children who are infected is very crucial in order to maintain their own health and prevent HIV transmission. There are a number of difficulties that nurses have when it comes to the disclosure process, such as when and how best to support caregivers informing children about their HIV status. The study's objective was to evaluate the effectiveness of an educational intervention using a checklist on the knowledge, attitude and self-efficacy of nurses’ engaging in the process of disclosure among children with perinatal HIV at a district hospital in Southwestern Uganda. Theoretical/Conceptual Framework: Bandura’s Self-efficacy Theory was used. The theory is based on four fundamentals which include actual performance of a behavior, vicarious experience, verbal encouragement and emotional states. Method: A quantitative quasi-experimental, pre and post-interventional study was conducted to evaluate the effectiveness of an educational intervention on nurses’ self-efficacy at a district hospital in Southwestern Uganda. Using consecutive sampling, 20 nurses (n=20) working in HIV care managing children and adolescents with perinatal HIV participated by completing a self-administered questionnaire. The intervention included an educational session followed by individual coaching by the researcher. IBM SPSS Statistic (version 24) was used for analysis. Paired T-test and Wilcoxon Signed Ranks Test were used to compare knowledge, attitude and self-efficacy of nurses before versus after the educational intervention. Results: There was a significant improvement in nurses’ knowledge, attitude and confidence towards pediatric HIV disclosure in children after the educational intervention and coaching using the disclosure checklist for the ongoing disclosure support process. Findings showed that nurses knew when to start disclosure, the information to share at a specific age and how to support the disclosure process using the disclosure checklist. Before the intervention the mean percent for nurses’ knowledge was 50 and after the intervention it improved to 67. The statistical significance achieved the P-value of 0.001. 95% Cl: 50 ± 8.410 before intervention and 95% Cl: 67 ± 5.702 after intervention. The mean for attitudes before the intervention was 2.51 and after the intervention it improved to 2.89. The Wilcoxon signed rank test result of achieved the P-value of 0.002. 95% Cl: 2.51 ± 0.140 before intervention and 95% Cl: 2.89 ± 0.184 after intervention. Self-efficacy means score before the intervention was 2.55 and after the educational intervention it increased to 2.93. The Wilcoxon signed rank test result of achieved the P-value of 0.002. 95% Cl: 2.55 ± 0.136 before intervention and after 95% Cl: 2.93 ± 0.149. Conclusion: The study revealed that using a checklist is an important approach to ensure nurses develop a positive attitude, confidence and knowledge of the key aspects to include in the disclosure discussion. Disclosure is a critical component of the care and support that children living with HIV should receive from nurses and using a disclosure checklist is useful during the process. Recommendations: Based on the study findings, it is recommended that nurses need to utilize the disclosure checklist to support caregivers informing children living with HIV of their own status. The importance of nurses’ proactive role in disclosure to children of their HIV status needs to be emphasized. Key Terms: Children, perinatal HIV, disclosure of pediatric HIV status, nurses’ knowledge about pediatric HIV disclosure and nurse’ self-efficacy on pediatric HIV disclosure.