Date of Award


Degree Name

Doctor of Philosophy


Public Affairs and Administration

First Advisor

Dr. Kathleen M. Reding

Second Advisor

Dr. Ralph Chandler

Third Advisor

Dr. Katherine Kim


The purposes of this study were (a) to determine if information about AIDS taught using two different formats, lecture discussion and video discussion, results in differential retention of content about AIDS; (b) to determine if health care beliefs about AIDS change after exposure to a lecture or a video about AIDS among first year nursing students in rural community colleges; and (c) to examine whether the differences in intentions to provide care for AIDS patients are associated with health care beliefs about AIDS. In this study, both qualitative and quantitative research methods were used. The study was conducted over two occasions using a Solomon Four Group, pretest-posttest design. The quantitative study was experimental and tested the effects of lecture and video on retention of knowledge about AIDS, changes in health care beliefs, and willingness to work with AIDS clients. The health belief model was theoretically examined with two new additions, ethical orientation and moral sophistication. Pretested subjects in the lecture group showed significant gains (p < .05) in test scores from pretest to posttest. Subjects in the video group showed a significant change in the health care beliefs of seriousness, ethical orientation, and moral sophistication. Younger students were less willing to work with AIDS clients (p < .05). Most students were “sometimes concerned” about contracting AIDS (p < .05). Students knew the least about AIDS “symptoms” (p < .05). Nursing curriculums lack content about AIDS. Nursing students in rural community colleges feel they lack skill and confidence to care for AIDS patients.

The qualitative data were collected through field notes and audio recorded post group sessions for both experimental groups. Six themes evolved: fear, anger, sympathy, lack of confidence, knowledge, and morality. Qualitative results support the quantitative findings.

Access Setting

Dissertation-Open Access

Included in

Health Policy Commons