Intentions to prevent HIV infections are an essential part of HIV prevention. Social science researchers and HIV educators have investigated the roles of intentions to prevent HIV infections mainly in the context of safer sex behaviors. Surprisingly, however, HIV testing intentions have not been extensively studied in light of various forms of HIV tests that are likely soon to be approved for widespread use . The present study evaluated the utility of Ajzen and Fishbein' s (1980) Theory of Reasoned Action in predicting college students' intentions to take an HIV test. Attitudes toward HIV testing and their perceptions of social pressure toward HIV tests were investigated as predictors of testing intentions. In addition, college students' preferences for HIV testing procedures were surveyed in order to investigate whether the characteristics of the new HIV tests were seen as favorable. Responses from 190 undergraduate and graduate students at Portland State University (Portland, Oregon) were analyzed by multiple linear regression analysis. Results strongly supported the impact of the subjective norm toward HIV testing as a determinant of testing intentions. On the other hand, testing attitudes failed to predict testing intentions unlike past studies on HIV preventive behavioral intentions. Regarding the procedural preferences, the majority of respondents preferred the procedures of conventional HIV tests except that most respondents preferred not to have post-test counseling after an HIV-negative result; in addition, respondents were equally divided in their preference for blood or saliva fluid sampling. Implications of these findings are discussed for possible interventions.

Revised and updated with the latest data from the field, the Third Edition of Theoretical Foundations of Health Education and Health Promotion introduces students to common theories from behavioral and social sciences that are currently being used in health education and promotion. Each discussion of theory is accompanied by a practical skill-building activity in the context of planning and evaluation and a set of application questions that will assist the student in mastering the application of the theory.

A SHAPE America Endorsed Title! Abstract concepts and behavioral and social theories used in health education and promotion can be challenging for students to learn and comprehend. Theoretical Foundations of Health Education and Health Promotion, Fourth Edition provides a simple, pragmatic, easy-to-apply exposition to behavioral and social theories used in health education, health promotion, and public health. The Fourth Edition introduces students to common theories from behavioral and social sciences that are currently being used in health education and promotion. Each discussion of theory is accompanied by a practical skill-building activity in the context of planning and evaluation, along with a set of application questions that will assist the student in mastering the application of the theory. Theoretical Foundations of Health Education and Health Promotion is written to address the core competencies for health education specialists outlined by the National Commission for Heal

Clinical Case Studies for the Family Nurse Practitioner is a key resource for advanced practice nurses and graduate students seeking to test their skills in assessing, diagnosing, and managing cases in family and primary care. Composed of more than 70 cases ranging from common to unique, the book compiles years of experience from experts in the field. It is organized chronologically, presenting cases from neonatal to geriatric care in a standard approach built on the SOAP format. This includes differential diagnosis and a series of critical thinking questions ideal for self-assessment or classroom use.