Increasing providers' PrEP prescription for Black cisgender women: A qualitative study to improve provider knowledge and competency via PrEP training

• Published in: Women's health (London, England) Vol. 20; p. 17455057241277974
• Main Authors: Kasal, Nikki, Devlin, Samantha, Johnson, Amy K, Dawdani, Alicia, Enaholo, Ososese E, Liegeon, Geoffroy, Pyra, Maria, Hirschhorn, Lisa R, Haider, Sadia, Ducheny, Kelly, Simon, Jodi, Ridgway, Jessica P
• Format: Journal Article
• Language: English
• Published: United States SAGE Publications 01-01-2024; SAGE Publishing
• Subjects: Adult; Anti-HIV Agents - therapeutic use; Black or African American; Clinical Competence; Female; Health Knowledge, Attitudes, Practice; Health Personnel - education; HIV Infections - prevention & control; Humans; Male; Middle Aged; Pre-Exposure Prophylaxis; United States; Who Cares for Black Women in Health and Health Care; United States; Black/African American; pre-exposure prophylaxis; training; providers; women
• ISSN: 1745-5057; 1745-5065; 1745-5065
• DOI: 10.1177/17455057241277974

Awareness and uptake of human immunodeficiency virus (HIV) pre-exposure prophylaxis (PrEP) remains low among Black/African American cisgender women, partly due to low self-reported PrEP knowledge and comfort among primary care providers. Ensuring providers are trained on PrEP is crucial, as increased PrEP knowledge is associated with higher rates of PrEP prescription.
We aimed to develop a PrEP training for providers to improve their self-efficacy in discussing and prescribing PrEP for Black women, with the ultimate goal of increasing PrEP awareness and utilization among Black women.
In this qualitative study, we conducted focus groups with medical providers at three federally qualified health centers in the Southern and Midwestern United States to identify themes informing the development of a provider PrEP training.
Providers were asked for input on content/design of PrEP training. Transcripts underwent rapid qualitative analysis using the Stanford Lightning Report Method. Themes were identified and presented under the domains of the Consolidated Framework for Implementation Research.
Ten providers completed four focus groups. Themes included the individual characteristics of providers (low comfort initiating PrEP discussions, particularly among White providers) and the outer setting of client attitudes (perceptions of potential provider bias/racism, varying levels of concern about HIV acquisition). Opportunities were identified to maximize the benefit of training design (e.g., developing case scenarios to enhance providers' cultural competency with Black women and PrEP knowledge).
This comprehensive PrEP training features both didactic material and interactive role-plays to equip providers with the clinical knowledge for prescribing PrEP while building their competency discussing PrEP with Black women. This training is particularly important for providers who have racial or gender discordance with Black women and express lower comfort discussing PrEP with these clients. Provider training could lead to minimizing racial- and gender-based inequities in PrEP use.