Facilitator Note taker: Venue: Language: Zulu Sotho English Group: Gel Tablet PTID:

Similar documents
Liking and Loving Now and When I m Older

Van Andel Education Institute Science Academy Professional Development Allegan June 2015

Title IX, Gender Discriminations What? I Didn t Know NUNM had Athletic Teams. Cheryl Miller Dean of Students Title IX Coordinator

STUDENT ASSESSMENT BOOKLET

Accommodation for Students with Disabilities

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

Assessment. the international training and education center on hiv. Continued on page 4

Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013

Semi-automatic Term Extraction for an isizulu Linguistic Terms Dictionary *

Supervision & Training

Participatory Learning and Action

Engineers and Engineering Brand Monitor 2015

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%)

1 Copyright Texas Education Agency, All rights reserved.

Just Because You Can t Count It Doesn t Mean It Doesn t Count: Doing Good Research with Qualitative Data

. Town of birth. Nationality. address)

I. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

TOPIC TWO: BASIC HELPING SKILLS

Demographic Survey for Focus and Discussion Groups

AFFILIATION AGREEMENT

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Case study Norway case 1

DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT

Section 7, Unit 4: Sample Student Book Activities for Teaching Listening

Section 3.4. Logframe Module. This module will help you understand and use the logical framework in project design and proposal writing.

SMARTboard: The SMART Way To Engage Students

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series

Youth Mental Health First Aid Instructor Application

Note Taking Handbook Mount Aloysius College Disability Services

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser

Quantitative analysis with statistics (and ponies) (Some slides, pony-based examples from Blase Ur)

E-3: Check for academic understanding

Genevieve L. Hartman, Ph.D.

Appendix K: Survey Instrument

Guidelines in context

Southwood Design Proposal. Eric Berry, Carolyn Monke, & Marie Zimmerman

ENGLISH Training of Trainers

Application for Postgraduate Studies (Research)

From Bystander to Facilitator University: Improving Community Relationships and Safety by Addressing Off-Campus Student Conduct

ROC Mondriaan Student Charter

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

EVERYTHING DiSC WORKPLACE LEADER S GUIDE

The Master Question-Asker

Math Placement at Paci c Lutheran University

Custom Program Title. Leader s Guide. Understanding Other Styles. Discovering Your DiSC Style. Building More Effective Relationships

Evaluation of the Cocoa Beach Green Business Program

Thesis-Proposal Outline/Template

BSW Student Performance Review Process

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING

Get a Smart Start with Youth

PREVIEW LEADER S GUIDE IT S ABOUT RESPECT CONTENTS. Recognizing Harassment in a Diverse Workplace

Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition

Tap vs. Bottled Water

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Listening to your members: The member satisfaction survey. Presenter: Mary Beth Watt. Outline

WITNESS STATEMENT. Very good. If you would just spell your name for me please?

CAS LX 522 Syntax I. Long-distance wh-movement. Long distance wh-movement. Islands. Islands. Locality. NP Sea. NP Sea

Occupational Therapy and Increasing independence

Tentative School Practicum/Internship Guide Subject to Change

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

Quiz for Teachers. by Paul D. Slocumb, Ed.D. Hear Our Cry: Boys in Crisis

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

Chapter 9: Conducting Interviews

HEROIC IMAGINATION PROJECT. A new way of looking at heroism

Evaluation of Teach For America:

The Keele University Skills Portfolio Personal Tutor Guide

The lasting impact of the Great Depression

A cautionary note is research still caught up in an implementer approach to the teacher?

The Short Essay: Week 6

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers

Innovation of communication technology to improve information transfer during handover

Creating a Working Alliance: Generic Interpersonal Skills and Concepts

The Common European Framework of Reference for Languages p. 58 to p. 82

Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles

Using Safety Culture to Drive Habitual Excellence. Objectives

Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design

New Student Application. Name High School. Date Received (official use only)

Assessing and Providing Evidence of Generic Skills 4 May 2016

Course Law Enforcement II. Unit I Careers in Law Enforcement

Clinical Quality in EMS. Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00)

Critical Care Current Fellows

CLINICAL TRAINING AGREEMENT

University of Michigan - Flint POLICY ON FACULTY CONFLICTS OF INTEREST AND CONFLICTS OF COMMITMENT

Bellevue University Admission Application

Introduction to Questionnaire Design

Hentai High School A Game Guide

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by:

Student Handbook 2016 University of Health Sciences, Lahore

WELCOME PATIENT CHAMPIONS!

Analyzing the Usage of IT in SMEs

Why Pay Attention to Race?

I. STATEMENTS OF POLICY

Part I. Figuring out how English works

Reading Comprehension Lesson Plan

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11)

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4

Missouri 4-H University of Missouri 4-H Center for Youth Development

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014

Transcription:

VOICE-C Date: / / No. IDI_ Facilitator Note taker: Venue: Language: Zulu Sotho English Group: Gel Tablet PTID: INSTRUCTIONS For the interviewer to understand How to read this IDI Guide 1. There are 3 levels of questions: Numerical research questions/topic areas highlighted in grey: the questions/areas that we as VOICE-C researchers want to get answers to. These don t need to be read aloud. IDI questions: the questions that you as the interviewer will ask respondents in order to get answers to the research questions. These questions will be underlined. Probes: they are indicated with a bullet, and will not be translated. The interviewer should ensure that key topics listed in the probes have been addressed/discussed during the interview. So, depending on what has already been discussed, and the IDI context, you may ask these probes or not 2. Instructions/suggestions to interviewer are in italics. 3. The IDI guide is divided into three columns. The left-hand column contains the research questions, IDI questions and probes. The IDI questions are suggestions for getting the discussion going. It is not required to read them verbatim, but they are written in local language to ensure some consistency across IDIs. You may adapt the question, depending on how the interview develops, and the interviewer will have to ensure that at the end the research questions have been answered. The middle column is for the interviewer to complete after the IDI, and to capture (where appropriate) the key answer (yes/no) addressing the research question. The right-hand column is for summarising the themes brought up by the woman in the IDI. These should be summaries of the general issues raised in connection with the research question, These summaries should be more than just yes/no, but not longer than a few sentences of bullet points. They do not need to be detailed, as we have the details on the tape. Note: the summaries and yes/no answers should be filled by the IDI interviewer immediately after the IDI. Before starting the IDI, the Interviewer explains to the respondent (please state verbatim): We will begin the tape recorder now. [Interviewer: start the tape recorder.] As you know from your informed consent, this IDI will be tape recorded today. Please verbally indicate that you are aware that we are tape recording this session and that it is okay with you. [Interviewer: be sure to get a verbal okay from the respondent. Page 1 of 17

COMMUNITY FACTORS 1. Identify rumours and stories about VOICE What do people think or say about the VOICE study in your community? Batho ba nahana eng kapa ba bua jwang ka ha dipatlisiso tsa VOICE motseng wa heno? Are there rumours and stories about VOICE study: Yes No Abantu bacabangani noma bathini ngocwaningo lwe-voice kumphakathi wakho? Is there widespread knowledge/ awareness of the VOICE study/ or other medical research in the community? Describe the rumours or stories about VOICE: specify who, what, when, where, why? What rumours do men specifically have about VOICE? How widespread are these rumours? Are these always negative rumours or are some positive? Do you believe these rumours/stories? Do you think that the rumours about VOICE have had any impact on adherence (Adherence means sticking to or following the rules and procedures) to gel / tablet and study procedures? How have you reacted to these rumours? (E.g. tried to inform people, said nothing) Were rumours started by anything specific? E.g. media How do you feel about the CAPRISA 004 results? 2. How does the local environment influence gel/tablets Page 2 of 17

adherence? What sort of things about the area you live in help or hinder your partner s daily use of the gel/tablets? Ke dintho tsa mofuta mang tulong eo o dulang mo ho yona tse thusitseng kapa tse sitetseng balekane ba lena ho sebedisa jele/dipilisi letsatsi le letsatsi ba le mo dipatlisisong tsa VOICE? Influence of the environment on product use: Positive influence Negative influence No influence Yiziphi izinto endaweni ohlala kuyo ezisiza noma eziphazamisa umuntu othandana naye ukuthi asebenzise nsuku zonke ijel/amaphilisi ocwaningo lwe-voice? Logistical issues (i.e. job flexibility, public transportation, having transport money in advance?) Privacy and discreetness (i.e. carrying products, attending the clinic which is associated with HIV) The scheduling of clinic visits (time of day, day of the week) Dangerous places e.g.: is the route to the clinic dangerous ORGANIZATIONAL FACTORS 3. What is male partner s understanding of VOICE and of product use, and what is his source of information? What do you think the VOICE study is about? Le nahana hore dipatlisiso tsa VOICE di mabapi le eng? Page 3 of 17 Accurate understanding of VOICE and product use Mostly

Ucabanga ukuthi ucwaningo lwe-voice lumayelana nani? Somewhat Not What is the gel/tablets for? Clinic staff doesn t know if study product is effective or not (study product is investigational)? Are couples supposed to use condoms - why? What did your partner tell you about the study? And about the study products (gel/tablets)? When did she tell you? What type of education/information/ counselling did you receive from clinic staff? When did you receive it? What was helpful? What was not helpful? Did you learn about VOICE study any other way? (radio, friends, etc..) 4. What information did men receive from VOICE staff about the VOICE study and product use Did you ever go to the VOICE clinic? Attended VOICE clinic? Yes No A o ile wa ya kliniking ya VOICE? Uke waya kumtholampilo we-voice? Why or why not? Information or counselling sessions/ meetings for men? What were you told about adherence or the importance of your partner properly following her gel/tablet schedule? How helpful was this to you? Page 4 of 17

HOUSEHOLD FACTORS 5. Does home environment influence your partner s adherence? What aspects of your home make it easy or difficult for your partner to insert the gel daily/ take the tablet daily? Ke dintho tse feng ka lapeng tse entseng hore ho be bonolo kapa boima ho molekane wa hao ho sebedisa jele letsatsi le letsatsi /dipilisi letsatsi le letsatsi? Yiziphi izingxenye zekhaya lakho ezenza kube lula noma kube nzima kumuntu othandana naye ukuthi afake ijel nsuku zonke / athathe amaphilisi nsuku zonke? Product Storage (e.g. keeping them away from children as well as hidden from partners or others) Product Disposal (of emptied bottles and applicators) Privacy to use products Competing household obligations (daily duties/ chores/caregiving to sick family members) Crowding Access to water MALE PARTNERS 6. How does decision making impact on sex, condom and product use? Page 5 of 17

Who makes decisions about having sex, condom use, about gel/tablets use? Ke mang a neng a nka diqeto hore o etswe tsa thobalano, ho sebedisa kondomo, le ho sebedisa jele/dipilisi? Ubani owenza izinqumo ngokuya ocansini, ukusetshenziswa kwekhondomu, ukusetshenziswa kwejel /amaphilisi? What things are decided jointly? How is decision-making different for different issues? How are decisions made and who has the final say? Do you and your partner discuss things relating to sex, such as whether to use a condom? If not, why not? If so, tell me how that works. Do you influence whether/how the gel/tablets and condoms are used? Page 6 of 17

7. What was the nature and extent of male partner involvement? In what ways are you involved in decisions about using gel/tablets? O na le seabe jwang ho nkeng diqeto ka ha tshebediso ya jele/dipilisi? Umbandakanyeka kanjani kwizinqumo zokusebenzisa ijel /amaphilisi? When did your partner tell you that she was using the gel/tablets? How did you respond when she told you? Did you support her or did you disagree? Did using products generate or intensify conflicts between you and you partner? (What type of conflicts? Explain when and how) 8. Were male partners generally supportive of study participation? How did you as male partner influence whether your female partner joined the VOICE study? Jwalo ka molekane wa senna o bile le tshusumetso jwang hore molekani wa hao a kene kapa a se kene dipatlisisong tsa VOICE? Partners generally supportive? Yes No No consensus Ingabe wena njengomuntu wesilisa ube nomthelela onjani ekutheni Page 7 of 17

umuntu wesifazane othandana naye azimbandakanye nocwaningo lwe-voice? Male partner(s) role on women s ability to join the study/attend visits What are your reasons for supporting or not supporting your partner s participation in the study? What kind of things did your partner disclose to you about study activities? What were the reactions and consequences of disclosure or of non-disclosure? Was the disclosure accidental or intended, and when (at what stage of participation in the study) did this take place? Did joining the VOICE study generate or intensify conflicts between you and you partner? (What type of conflicts? Explain when and how) Page 8 of 17

9. What are male partners concerns re: the gel/tablets? What concerns do you have regarding your partner using the gel/tablets? Ke dingongoreo dife tseo o nang le tsona ha ne molekane wa hao a sebedisa jele/dipilisi? Male partners main concern: About himself About the female partner Ingabe yiziphi izinto ezingakuphathi kahle ngokuthi umuntu othandana naye asebenzise ijel /amaphilisi? Concerns about your partner s (her fidelity, side effects/her being sick, her sexual enjoyment, fertility) Concerns that product is female-initiated Concerns about themselves? Safety concerns such as short term effects (e.g., rash, itching) or long term effects on pregnancy and the health of a future baby, fertility, effects on penis, effects on sperm)? Concerns about taking antiretroviral treatment as prevention Support as buddy/reminder to take tablets Interests or desire of male partner to use the products (especially if tablets). Reasons? PRODUCT ACCEPTABILITY 10. Is the gel/tablets generally acceptable to male partners? How do you feel about your partner using the gel/tablets? Acceptable? Yes No Page 9 of 17

E kaba o ikutlwa jwang ha molekane wa hao a sebedisa jele/dipilisi? Uzizwa kanjani ngokuthi umuntu wakho asebenzise ijel/amaphilisi? What do you think of the gel? What do you like/not like about it? Have you experienced any problems? If so, what? What was your reaction when you first heard about the gel/tablets? Have you noticed any symptoms (e.g. irritation) that you associate with the gel/tablets? If so, tell me about them. Does using the gel/tablet have any effect on your sexual enjoyment? If so, what kind of effect? Taste, sensation (gel/tablets) Page 10 of 17

11. Male support for partners use of gel/tablets What are your reasons for supporting or not supporting the use of gel/tablets by your female partner? Ke mabaka a feng a etsang hore o tshehetse kapa se tshehetse molekane wa hao e motshehadi ho sebedisa jele/dipilisi? Supportive of product? Yes No Yiziphi izizathu zakho zokuxhasa noma ukungaxhasi ukusebenzisa ijel /amaphilisi komuntu othandana naye? Do you think the products work or don t work? Beliefs of protection against HIV? Fear of female partner s promiscuity Did product use generate or intensify conflicts between partners? (What type of conflicts? Explain when and how) Page 11 of 17

12. Does using the gel/tablets have any effect/impact on health, sex and relationship? What kind of effects did the gel/tablets have on you and your partner s health, and on your sexual relationship? Ke seabe sa mofuta mang seo jele/dipilisi di bileng le sona ho wena le molekane wa hao ho tsa maphelo le kamano ya lena ho tsa thobalano? Impact? Yes No Yimiphi imiphumela ijel /amaphilisi abenawo empilweni yakho neyomuntu othandana naye, nakubudlelwane benu ngezocansini? Do you or your partner feel weaker or stronger? Side effects? Does it help or hinder your sexual relationships? In what ways? Increase or decrease sexual desire/pleasure? Does it affect men and women s perceived level of protection and comfort with sexual practices? Does it have any effect in other aspects of the sexual relationship? Page 12 of 17

PRODUCT ADHERENCE 13. Are the gel/tablets generally consistently used? Do you think your partner is able to use the gel/tablets consistently? O nahana hore molekane wa hao o khona o sebedisa jele/dipilisi ka nako tsohle? Consistently used? Yes No Ucabanga ukuthi umuntu othandana naye uyakwazi ukusebenzisa ijel /amaphilisi njalo nje? When you are away/ woman away When you came home late When not having sex When feeling sick When using other medications During menstruation When products ran out Other Reasons (Forgot, Didn t feel like it) Life event: e.g. death in the family, move, new job etc 14. Explore specific adherence challenges experienced in the trial We are experiencing the following adherence challenges and would like your input on what strategies we might use to address them. If no adherence challenge, ask the probes below immediately. Page 13 of 17

Re kopana le diphephetso tse latelang ka ha tshebediso ya dihlahiswa tsa dipatlisiso hantle le hona re kopa maele a lona hore ke ditsela tse kaone dife tseo re ka di sebedisang ho lokisa sena. Ha o se na diphephetso tse dilatelang ka ha tshebediso ya dihlahiswa tsa dipatlisiso hantle, tswela pele o botsolosa tse ka tlase. Sihlangabezana nezi zingqinamba malunga nokusetshenziswa kahle komkhiqizo, singathanda nisiphe amacebo okuthi singasebenzisa ziphi indlela ukulungisa lokhu. Uma zingekho ingqinamba zokusetshenziswa kahle kwemikhiqizo, buza kabanzi ngalokhu kulandelayo. (Adherence challenges..) What are the barriers to site visits? From your point of view, what things should the VOICE study do to ensure the best possible adherence to gel/ tablets Page 14 of 17

PRODUCTS AND RISK TAKING BEHAVIOR 15. Does gel/ tablets use influence condom use, sexual behaviour and relationships? How does gel/tablets use influence the use of condoms? Tshebediso ya jele/dipilisi e na le tshusumetso jwang tabeng ya o sebedisa dikondomo? Ingabe ukusebenzisa ijel /amaphilisi kunomthelela onjani ekusetshenzisweni kwekhondomu? Product and condom use? Generally use both Generally use only gel/tablets Generally use only condom Generally use neither Do you and your partner change how you use gel/tablets depending on whether you had vaginal, oral or anal sex? Has condom use changed when using gel/tablets? How does condom use affect gel/tablets adherence? Has condom use changed since joining the study? Page 15 of 17

PRODUCT PREFERENCE 16. Did preferences develop among male partners over gel vs. tablets? Do you prefer for your partner to be on the gel or the tablets? E kaba o lakatsa ha molekane wa hao he nkabe a sebedisa jele kapa dipilisi? Product preference? Gel preferred Tablets preferred No clear preference Ukhetha ukuthi umuntu othandana naye asebenzise ijel noma amaphilisi? Do you like or dislike the study product your partner has to take? Does the gel do things to the body that the tablets didn t (or vice versa)? What are the advantages/disadvantages of daily tablet taking vs. daily gel use? Discuss issues surrounding discreteness and female-initiation for gel versus tablets 17. Any other questions? Page 16 of 17

TO BE COMPLETED BY INTERVIEWER AFTER IDI COMPLETED: General comments about mood, how the interview went, participant s level of comfort/openness etc General flow of this FGD: Easy Difficult Participants were comfortable and talked easily? All Some None Page 17 of 17