Journal of Public Health and Emergency
Background: No culturally relevant and appropriate HIV/sexually transmitted infection (STI) programs are available to Chinese college students in the United States. This study evaluated the effectiveness of a translated Center for Disease Control and Prevention (CDC) intervention, Video Opportunities for Innovative Condom Education and Safer Sex (VOICES), to change condom use intention and self-efficacy, perceived benefits and barriers, and HIV/AIDS knowledge among Chinese students in a U.S. university. The VOICES program includes video viewing and a facilitated small-group discussion.
Methods: A quasi-experimental design with single-group pretest-posttest was conducted in Chinese. Chinese students (N=67) from a local university were recruited to watch a 20-minute video with Chinese captions followed by a 25-minute small group discussion and condom feature education. The questions collected reports of demographic information, condom use, condom use in different situations in relation to self-efficacy, perceived benefits and barriers to using condoms, and knowledge of HIV/AIDS.
Results: McNemar’s test showed that students significantly increased their condom use intention between pretest and posttest (77.6% vs. 95.2%, McNemar P=0.002). Significant posttest increases in self-efficacy (P<0.0001), perceived benefits (P=0.008), and HIV/AIDS knowledge (P<0.0001) were also observed using paired t-tests. Students demonstrated significantly lower posttest perceived barrier scores.
Conclusions: The use of a translated VOICES for Chinese students suggests increased empowerment and knowledge about condom use and HIV/AIDS. Universities with Chinese students may consider incorporating this intervention during orientation. The transtheoretical model (TTM) has implications for designing HIV programs.
Wei-Chen Tung, Minggen Lu, Rudolph Rull, and Wei Yang. "Pilot test results of a video-based HIV intervention for Chinese college students in the United States" Journal of Public Health and Emergency (2017). https://doi.org/10.21037/jphe.2017.11.01