School of Nursing
Date of Degree
Doctor of Nursing Practice (DNP)
Dr. Karen J. Whitt, PhD, FNP-C, AGN-BC, FAANP; Dr. Laurie Posey, EdD
PrEP, HIV prevention, online PrEP education, provider knowledge
Background: The nation’s HIV infection rate is alarming, yet only a small percentage of eligible individuals are prescribed pre-exposure prophylaxis (PrEP). This sluggish PrEP uptake may be related to lack of knowledge among non-HIV specialist providers. Thus, interventions toexpand providers’ use of PrEP as an HIV prevention strategy are needed.
Objectives: The project aim was to develop an intervention to improve retail nurse practitioners’ (NP) knowledge for PrEP clinical practice, comfort screening for “at-risk HIV” patients, confidence prescribing PrEP, and likeliness to prescribe PrEP in the next six months.
Methodology: An online PrEP tutorial was implemented for retail clinic NPs. There were three phases: pre-survey, post-survey, and 30-day retention survey. Paired t-tests for differences between the pre- and post-surveys were performed. ANOVA was conducted to test differences between pre-, post-, and 30-day retention surveys.
Results: Paired t-tests revealed significant differences between pre- and post-surveys for knowledge, comfort, confidence, and likeliness to prescribe (p <.05). Similarly, the repeated measures ANOVA revealed a significant main effect of the intervention on all constructs (p <.05). Post-hoc analysis showed all constructs, except for comfort, increased betweenthe preand post-surveys and all constructs increased between pre- and retention surveys. There were no differences between post- and retention surveys for any constructs.
Conclusion: By increasing knowledge related to PrEP, online education can improve NPs consultation and prescribing practices to help confront the HIV epidemic.
©2021 Kristina Jung. All rights reserved.
Jung, K. (2021). PrEP Education Intervention. , (). Retrieved from https://hsrc.himmelfarb.gwu.edu/son_dnp/93