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Title: An analysis of communication tools employed for HIV/AIDS education by student support services at universities in KwaZulu-Natal
Authors: Nchabeleng, Ntheno Lentsu 
Issue Date: 2018
HIV/AIDS remains a global health crisis. In sub-Saharan Africa, young people continue to be disproportionally affected by HIV/AIDS. While access to antiretroviral (ARVs) is an important factor in the success of HIV/AIDS treatment, socio-cultural factors continue to exacerbate the spread of HIV/AIDS particularly among young people. This has necessitated the need for comprehensive strategies to be designed in order to address contextual factors that undermine HIV/AIDS prevention efforts for young people.
The Higher Education HIV and AIDS Programme (HEAIDS) exists to address HIV/AIDS related challenges and to manage HIV/AIDS programmes in Higher Education institutions (HEIs) in South Africa. Despite efforts to mitigate the spread of HIV/ADS among university students, students continue to engage in risky sexual behaviour. Using the Interactive Model of Communication, Behaviour Change Communication (BCC) and the Health Belief Model (HBM), this study analysed the communication tools employed for HIV/AIDS education by student services at four public universities in KwaZulu-Natal. A mixed method approach, consisting of a questionnaire and semi-structured interviews were employed to obtain data from 474 university students and 24 health care providers to assess the communication tools utilised in HIV/AIDS education at HEIs.
Findings revealed that university students are well informed about HIV/AIDS; however, students’ health seeking behaviour remains poor. Key findings highlighted that students’ reception and interpretation of HIV/AIDS messages are embedded in their autobiographical and socio-cultural circumstances. Thus, in order for HIV/AIDS communication strategies to be effective in influencing positive sexual behaviour among university students, there is need for an assessment of their autobiographical and socio-cultural circumstances in order to understand how students receive and interpret HIV/AIDS messages.
Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy: Management Sciences (Public Management), Durban University of Technology, Durban, South Africa, 2018.
Appears in Collections:Theses and dissertations (Management Sciences)

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