Owlstown Lite

Kristen N. Jozkowski

William L. Yarber Endowed Professor of Sexual Health
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Publications

Influence of professional preparation and class structure on HIV, STD, and pregnancy prevention education

Journal article

D. Rhodes, K. Jozkowski, B. Hammig, R. Ogletree, E. Fogarty
2014
Semantic Scholar DOI
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APA   Click to copy
Rhodes, D., Jozkowski, K., Hammig, B., Ogletree, R., & Fogarty, E. (2014). Influence of professional preparation and class structure on HIV, STD, and pregnancy prevention education.

Chicago/Turabian   Click to copy
Rhodes, D., K. Jozkowski, B. Hammig, R. Ogletree, and E. Fogarty. “Influence of Professional Preparation and Class Structure on HIV, STD, and Pregnancy Prevention Education” (2014).

MLA   Click to copy
Rhodes, D., et al. Influence of Professional Preparation and Class Structure on HIV, STD, and Pregnancy Prevention Education. 2014.

BibTeX   Click to copy 

@article{d2014a,
  title = {Influence of professional preparation and class structure on HIV, STD, and pregnancy prevention education},
  year = {2014},
  author = {Rhodes, D. and Jozkowski, K. and Hammig, B. and Ogletree, R. and Fogarty, E.}
}

Abstract

Objective: The purpose of this study was to determine if education about human immunodeficiency virus (HIV)/sexually transmitted disease (STD) and pregnancy prevention is dependent on professional preparation and/or class structure.

Design: A secondary data analysis of the 2006 School Health Policies and Programmes Study (SHPPS) was conducted.

Setting: Data were obtained from the health education classroom level questionnaire of the 2006 SHPPS.

Methods: A series of multivariable logistic regression models (N = 34) were computed to determine if instruction of HIV/STD and/or pregnancy prevention content was dependent on professional preparation and/or class structure.

Results: Professionally prepared health educators were found to be significantly more likely than their counterparts to teach about teenage age pregnancy risks, teenage pregnancy impacts, finding information/services related to pregnancy, finding information/services related to HIV, and HIV diagnosis/treatment. These topics and three others (methods of contraception, signs/symptoms of HIV and compassion for persons with HIV/AIDS) were significantly more likely to be taught in health-only classes versus combination classes.

Conclusion: Findings from the current study support the need for professionally prepared educators and stand-alone class structure in terms of providing the most effective sexual health education.