Evidence map›Paper›PMID 25611941›Full record

Trial reportThe Journal of school health2015

Effectiveness of health education teachers and school nurses teaching sexually transmitted infections/human immunodeficiency virus prevention knowledge and skills in high school.

Elaine A Borawski, Kimberly Adams Tufts, Erika S Trapl, Laura L Hayman, Laura D Yoder, Loren D Lovegreen

Open access · bronzeAbstract readMulticenter StudyRandomized Controlled Trial
In one paragraph

Trial report in The Journal of school health, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
29citing papers in PubMed, 3 pooled it
12.2field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

29 citing papers in PubMed, 3 syntheses or guidelines pooled it, 95 citations in OpenAlex.

  1. Pooled it
  2. Pooled it
  3. School-based interventions for improving contraceptive use in adolescents.The Cochrane database of systematic reviews · 2016
    Pooled it
  4. Trial
  5. Trial
  6. Trial
  7. Article
  8. Article
  9. Article
  10. Article
  11. Article
  12. Article
  13. Prevalence ofEpidemiology and infection · 2023
    Article
  14. Article
  15. Article
  16. Review
  17. Article
  18. Characterization of adolescent sexual practices.Revista latino-americana de enfermagem · 2022
    Observational
  19. Review
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 5 institutions in 1 country.

Elaine A BorawskiDepartments of Epidemiology and Biostatistics and Nutrition, Prevention Research Center for Healthy Neighborhoods, Case Western Reserve University, School of Medicine, 4th Floor, BioEnterprise Building, 10900 Euclid Avenue, Cleveland, OH 44106-7069. exb11@case.edu.
Kimberly Adams Tufts
Erika S Trapl
Laura L Hayman
Laura D Yoder
Loren D Lovegreen
Case Western Reserve University · USOld Dominion University · USUniversity of Massachusetts Boston · USUniversity of Michigan–Ann Arbor · USUniversity School · US

Funding

Clinical and Translational Science Collaborative of ClevelandUL1TR000439 · NCATS · CASE WESTERN RESERVE UNIVERSITY · PI KONSTAN, MICHAEL W. · 2012 to 2016
$50.0M
Using PDAs in School-based Data Collection: A SupplementR01HD041364 · NICHD · CASE WESTERN RESERVE UNIVERSITY · PI BORAWSKI, ELAINE A · 2002 to 2006
$1.8M
TAKING BE PROUD! BE RESPONSIBLE! TO THE SUBURBSR01HD038456 · NICHD · CASE WESTERN RESERVE UNIVERSITY · PI BORAWSKI, ELAINE A · 1999 to 2001
$662k
NCATS NIH HHS UL1 TR000439NICHD NIH HHS R01 HD038456NICHD NIH HHS R01 HD041364NICHD NIH HHS R01-HD041364
6 · The paper itself

Abstract

backgroundWe examined the differential impact of a well-established human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) curriculum, Be Proud! Be Responsible!, when taught by school nurses and health education classroom teachers within a high school curricula.

methodsGroup-randomized intervention study of 1357 ninth and tenth grade students in 10 schools. Twenty-seven facilitators (6 nurses, 21 teachers) provided programming; nurse-led classrooms were randomly assigned.

resultsStudents taught by teachers were more likely to report their instructor to be prepared, comfortable with the material, and challenged them to think about their health than students taught by a school nurse. Both groups reported significant improvements in HIV/STI/condom knowledge immediately following the intervention, compared to controls. Yet, those taught by school nurses reported significant and sustained changes (up to 12 months after intervention) in attitudes, beliefs, and efficacy, whereas those taught by health education teachers reported far fewer changes, with sustained improvement in condom knowledge only.

conclusionsBoth classroom teachers and school nurses are effective in conveying reproductive health information to high school students; however, teaching the technical (eg, condom use) and interpersonal (eg, negotiation) skills needed to reduce high-risk sexual behavior may require a unique set of skills and experiences that health education teachers may not typically have.

Indexed as

Health EducationHealth Knowledge, Attitudes, PracticeAdolescentAdultCondomsFacultyFemaleHealth EducatorsHIV InfectionsHumansLinear ModelsMaleMiddle AgedSchool Health ServicesSchool NursingSchoolsintervention facilitatorreproductive healthsex educationSTD and HIV education

Identifiers

PMID25611941
PMCPMC4703031
OpenAlexW1989136172

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.