Journal of AIDS & Clinical Research

Consistent Condom Use and Preference of HIV Risk Preventive Interventions among Undergraduate University Students in Southern Ethiopia: A Cross Sectional Study

Abstract

Terefe Gelibo and Antehun Alemayehu

Introduction: To reduce HIV (human immunodeficiency virus) infection, attention has been focused recently on the promotion of the “ABCs” (being abstinent, remaining faithful to one sexual partner, and using condoms consistently). In Ethiopia, despite the mushrooming number of students in the higher learning institutions, students were not equipped with the necessary skills to protect themselves from HIV infection.

Methods and materials: This cross-sectional study was aimed to identify consistent condom use and students preference. A total of 770 students were sampled and selected using the principle of proportional to size allocation method. Then, students were selected from each department by simple random sampling technique using lists of students as sampling frame. Data were collected using structured self-administered questionnaire, focus group discussion guide and in depth interviews check lists as tools. Statistical tests were employed wherever necessary at the significance level of 0.05.

Result: About 50.4% of students were used condom during sexual intercourse in the last 12 months, 33.2% of them used condom consistently. Male students preferred condom use while female students preferred to be sexually abstinent and being faithful with single regular partner. Students from urban residents were 8.3 times more likely to use condom consistently than those from rural areas. Students who had monthly income were 6 times more likely to use condoms consistently than their counter parts.

Conclusion and recommendation: Less than one third of students use condom consistently and condom preference varies by gender among university students To respond proactively to the current needs of the target group based on evidence and scientific behavioral theories and proven interventions, the university needs not relying on any single intervention approach, rather using a combination of behavioral, structural and biomedical interventions coordinated to achieve maximum effect.

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