Abstract
This sequential explanatory mixed methods study investigated peer educators’ perceptions of the roles they play in HIV prevention amongst themselves. It also included a select sample of students to determine peer educator roles in HIV prevention as perceived by students who the peer educators offered services to at the higher education institution (HEI). The samples comprised of participants from a peer educator group (PEG) and select students from the faculty of education group (SEG), registered in a particular module of study. The study was conducted in three phases. Phase one involved gathering quantitative data from 73 of the 128 peer educators, who were volunteers in the HIV peer educator programme during 2018 and were based on four campuses of the institution. Data were gathered using a survey questionnaire investigating knowledge, attitudes and behaviours towards HIV prevention and sexual health and wellbeing. Data were also collected from 398 of the 403 students from the faculty of education, who were registered students of the faculty in 2018, on one of four campuses at the institution using a modified version of the same survey questionnaire. The data sets were analysed using SPSS Statistics 22.0 software for descriptive statistics and factor analysis. Among the major quantitative findings were: 41% of participants from the PEG and SEG did not have 90% knowledge of HIV; SEG participants had a neutral attitude towards condom use; peer educators who scored highly on the knowledge items were more likely to give advice on sexual matters than peer educators who scored poorly; peer educators across the four campuses differed significantly from each other in relation to giving advice on sexual matters; peer educators had a more lenient attitude towards multiple partner relationships than their peers; female participants from the PEG and SEG disagreed significantly more strongly than the male counterparts about multiple partner relationships; statistically, peer educators across the four campuses differed significantly from each other in relation to attitudes towards multiple sexual partnerships; and male SEG participants were found to be more sure about condom use than SEG females. Furthermore, the quantitative research study found that peer educators needed further factual and accurate knowledge relating to HIV, including knowledge on HIV transmission, as did their peers. Peer educators varied in attitudes towards perceptions of being a peer educator and being able to give advice on sexual matters. Those peer educators who scored higher in the knowledge component had a more positive attitude towards giving advice on sexual matters to other peer educators and peers. The PEG across the four campuses had different attitudes relating to multiple partner relationships and the use of alcohol and drugs when compared to each other and to the SEG. Peer educators were more likely to test for HIV and know their status compared to their ABSTRACT 6 peers. In phase two of the study qualitative data were collected through: individual and focus group interviews from participants in the PEG and SEG; answers to open-ended questions in the questionnaire surveys for the PEG and SEG respectively; description of a picture of the roles peer educators perceived they fulfilled in HIV prevention and promotion of sexual health and wellbeing amongst themselves and their peers; and from flipcharts collected during a peer educator training workshop, using a learning conversation format. Thematic analysis of the data highlighted the following roles of the PEG in HIV prevention and the promotion of sexual health and wellbeing amongst themselves and their peers: educator; counsellor; activist; link to resources and professionals; leader; mentor; and researcher. During phase 3 data from the first two phases was integrated. Common findings from both phases were: general positive attitudes towards condom use amongst PEG and SEG participants; requests for more information on HIV and HIV prevention; agreement between PEG and SEG participants on the roles of peer educators as educator and link to resources and professionals in HIV prevention. Findings unique to each of the two phases were the roles of peer educators as counsellor, activist, leader, mentor and researcher. Phase 3 culminated in using the integrated findings to make recommendations on how to refine and further strengthen the current peer educator HIV prevention programme at the university that was the study focus. Adopting the theoretical perspectives of the theory of reasoned action, the theory of planned behaviour, social learning theory and social cognitive theory – which were a golden thread in this study – the researcher designed a short learning programme (SLP) for HIV prevention and promotion of sexual health and wellbeing amongst students at the university. This is a major original contribution to this study. The programme focuses on HIV prevention; care and support, and sexual health and wellbeing, taking into account the roles of peer educators in HIV prevention and promotion of sexual health and wellbeing amongst themselves and their peers. It is in the process of being forwarded to the senior management of the university as a programme with a blended learning approach that includes learning conversations and online learning by peer educators. Whilst this SLP has been designed based on the findings that emerged in this study, it can be modified and used in universities across the globe since HIV is a world-wide problem.
D.Ed. (Educational Psychology)