Introduction
Being a citizen of Nigeria, it is paramount to
talk about the issue and rise of HIV/AIDS in the country, Nigeria. The
Federal republic of Nigeria is a federal constitutional republic
consisting of 36 States and its Federal Capital Territory, Abuja. It
also has the third-highest number of people living with HIV/AIDS. This
epidemic varies depending on region and social class. In
some states, the epidemic is more concentrated and driven by high-risk
behaviors, while other states have more generalized epidemics that are
sustained primarily by multiple sexual partnerships in the general
population.
The acronym “AIDS” brings fear in many
communities in Nigeria as the disease that ravages developing countries
in Africa, Asia, and South America. But how much do people know about
this terrible disease? This research will provide information for people
with little or no knowledge about HIV/AIDS. It is intended to show that
there is not enough awareness on how to prevent getting the disease.
The disease, HIV/Aids, was first diagnosed in Los Angeles, USA, in 1981.
HIV stands for Human Immuno Deficiency Virus, which is a lentivirus
slowly replicating retrovirus that causes Acquired Immuno Deficiency
Syndrome (AIDS). The human body has a natural in-built immune system
(the body’s defense mechanism) that attacks and kills germs and viruses;
therefore, without the human immune system as a means of protection,
humans could very easily be killed. However, HIV infects vital cells in
the human immune system, which makes the cell mediated immunity lost and
the body progressively more susceptible to opportunistic infections.
(Prince A. Efere, 2010.)
Africa has 11.6 million AIDS orphans. At the end
of 2007, women were accounted for 59% of all adults living with HIV in
subsaharan Africa. The population of people living with
HIV/AIDS was drawn from the south south zone of Nigeria. This zone was
chosen because it has the median HIV zero prevalence rate of 5.2
percent, the 2nd highest in Nigeria (National AIDS/STD control
programme/FMOH, 1999). The main goal is reaching 80% of sexually active
adults and 80% of most-at-risk populations with voluntary HIV counseling
and testing (VCT) by 2015. Many risk factors contribute
to the spread of HIV/AIDS but the youths are yet unaware of these
factors. These factors include prostitution, rape and sexually
transmitted diseases (STDs), shared needles or any sharp object(s) and
irregular blood screening. With a population of 166, 629, 000 (world
bank, 2011) Nigeria still retains a high level of poverty with 63% of
the population living below the poverty line ($1 daily).
Research Question
HIV/AIDS is chronically common among vulnerable
people, it is a community problem in Nigeria: how can this problem be
addressed? How should we decide what to translate and what
factors affect the teachers willingness to communicate about HIV/AIDS in
institutions and rural community setting? Do attitude functions
(Traditional predictors) affect the teachers willingness to communicate
HIV/AIDS in institutions and community settings? And lastly How can we
encourage interdisciplinary research? Why does Stigma & Discrimination have a significant effect on HIV/AIDS?
Public health information has to be presented in
simple language (without jargon) for it to be meaningful and effective. A
country like Nigeria has more than 250 ethnic groups, with varying
languages, values, ideas and customs; creating a country of rich ethnic
diversity. The largest ethnic groups are the Yoruba, Fulani/Hausa and
Igbo’s, comprising 62% of population. As a fairly new “issue” research
into HIV/AID’s have an impact on attainment in different ethnic
diversity is limited and much of what exists predates current
technologies and pedagogies. I have attempted to identify sources which
have direct relevance to my task while maintaining contemporaneous
relevance, also. I want to see how HIV/AIDS fits into the teaching of
the three largest ethnic groups in Nigeria, generally and how it fits
with other teaching initiatives, such as the Prevention of
Mother-to-Child HIV/AIDS Transmission (PMTCT) Support, Antiretroviral
Therapy (ART), TB/HIV integration. Whilst providing an understanding of
how central government expects to increase awareness of HIV/AIDS in
English; it offers no expectations to have an impact on attainment.
Prevention of Mother-to-Child HIV/AIDS
Transmission (PMTCT) Support, this process of MTCT (Mother-to-Child
HIV/AIDS Transmission) is when an HIV positive woman passes the virus to
her baby either through labour, breastfeeding or delivery. Without
treatment around 15-30% of babies born to HIV positive women are
infected; 5-20% will be infected through breast feeding. In high income
countries, MTCT has been virtually eliminated due to voluntary testing
and counseling, safe delivery practices and widespread of available
breast milk-substitutes. If this process were used in Nigeria, it could
save lives of thousands of children each year (Children HIV and AIDS,
2008). Prevention of Mother-to-Child HIV/AIDS Transmission (PMTCT)
Support could influence their teaching initiatives by teaching in simple
language to ensure effective communication and prevent; unwanted
pregnancies among HIV infected women, preventing the transmission from
mother to their infant.
Antiretroviral Therapy (ART), consists
of the combination of at least three antiretroviral (ARV) drugs to
maximally suppress the HIV virus and stop the progression of HIV disease
(WHO, 2013) but this does not stop HIV/AIDS infected
individuals from facing termination of appointment, hostility, denial of
gainful employment, forced resignation or retirement. Leading to the
crucial role of Stigma & Discrimination, experienced within the
health sector represents one of the most inimical forms of institutional
stigma. Discriminative acts among healthcare workers include, delivery
of poor quality treatment and counseling services, early discharge from
hospital, segregation of hospital wards, isolation, the marking or
labeling of patients beds, files and ward, selective application of
“universal” precautions and lack of confidentiality.
The background to educating people in Nigeria has
led certain type of people to be stigmatized and discriminated upon
(Emmanuel Monjok, Andrea Smesny and E. James Essien, 2009). They make
some important observations on how the contextualization of use
(situated learning) is having an impact learning. Stigma and
discrimination are major obstacles to effective HIV/AIDS prevention and
care, globally, in HIV/AIDS context it is unique when compared to other
infectious and communicable diseases. It tends to create a “hidden
epidemic” of the disease based on socially-shared ignorance, fear,
misinformation, and denial. This is particularly more intense in
sub-Saharan Africa, including Nigeria, where a combination of weak
health systems is entangled with poor legal and ethical framework.
Significant and relevant research studies are needed to thoroughly
understand the consequences of stigmatized and discriminated at the
three levels and its effect on HIV/AIDS prevention, treatment and care
as it is directly related in the different socio-cultural settings in
Nigeria.
According to Emmanuel Monjok, Andrea Smesny and E. James Essien, (2009). The argument
of trying to measure the impact of HIV/AIDS on attainment is, on its
own, a flawed approach. I agree with their idea that identifying
successful techniques for contextual HIV/AIDS tools and developing its
obvious disadvantages as a motivator and a tool for rebalancing pupils’
and conceptual misunderstandings. However, I would argue
that accepting attitudes towards those living with HIV/AIDS should
indicate better knowledge and understanding of HIV/AIDS rather than
Stigma and Discrimination.
Written by Bolanle Adekunle
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