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The Impact of Knowledge, Self-efficacy, and Stigma on STI Testing Intention among College Students
Title
The Impact of Knowledge, Self-efficacy, and Stigma on STI Testing Intention among College Students
Creator
Thomas, Julia
Date
2019
Description
Young people (ages 15-24) account for over half of the new cases of sexually transmitted infections (STIs) each year in the United States (CDC...
Show moreYoung people (ages 15-24) account for over half of the new cases of sexually transmitted infections (STIs) each year in the United States (CDC, 2016). The current study examined how knowledge, self-efficacy, and stigma are associated with STI testing intention among sexually active college students using path model analysis. Data were collected via an online survey (N = 76, 54% female). STI testing intention was measured using a 5-point Likert scale for eight STIs referenced in the Brief Sexual History Tool (CDC, 2018). These items comprised an intention scale with high internal consistency for this sample (α = .97). Path analysis was conducted using SPSS AMOS and MacKinnon’s ab product approach in RMediation was used to test mediating effects. The predicted path model fit the data well and the relationships between self-efficacy and knowledge, label avoidance, and intention were significant. Mediation analysis revealed significant indirect paths for knowledge and label avoidance on STI testing intention through self-efficacy. These findings indicate that self-efficacy directly impacts college students’ STI testing intention, while knowledge and label avoidance indirectly impact intention through self-efficacy. Findings suggest that providers and college health clinics may be able to increase the frequency of STI testing behavior by promoting strategies to increase students’ self-efficacy.
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Testing a pilot intervention aiming to increase transgender allyship among future healthcare providers
Title
Testing a pilot intervention aiming to increase transgender allyship among future healthcare providers
Creator
Yoder, Wren
Date
2021
Description
Transgender individuals often experience poor health outcomes related to a lack of provider knowledge and comfort around transgender issues. ...
Show moreTransgender individuals often experience poor health outcomes related to a lack of provider knowledge and comfort around transgender issues. Ally identity development and cultural humility theories have been used to develop interventions shown to improve attitudes, knowledge, and skills related to being an ally to the transgender community. Additionally, healthcare providers have reported a desire for online tools related to transgender healthcare, and online interventions can be more cost effective than traditional in-person trainings. The current study developed an hour-long online intervention composed of six activities aiming to increase attitudes, knowledge, skills, and identification as an ally to the transgender community. Tests were conducted to assess whether these domains increased significantly from baseline to post in the intervention condition compared to the control condition and whether the increase was maintained at 2-week follow up. The sample included cisgender (i.e., male or female) students studying a subject related to healthcare recruited online through Prolific (N = 78). Results indicated that knowledge and skills increased significantly from baseline to post in the intervention condition compared to the control condition, and increases were maintained at 2-week follow up. However, this was not the case for attitudes and identity. These findings largely replicate existing research on knowledge about transgender individuals and provide new insights into skills, attitudes, and identity related to transgender allyship. Findings can inform future research on transgender allyship intervention design and allyship theory as well as support improvements in clinical practice and policy related to transgender healthcare services.
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