Study settings
We implemented a 3-phased study comprising of 1) formative research exploring the issues of patient readiness to initiate lifelong ART among HIV-positive pregnant women, as well as ART adherence and retention in HIV care and treatment during pregnancy, 2) creation and validation of a readiness assessment tool and enhanced adherence package and 3) a randomized trial assessing the effectiveness of the enhanced adherence package (National Clinical Trials (NCT) number, 02459678). The study was implemented at 3 large volume urban public-sector health facilities in Lusaka District namely: Kanyama 1st Level Hospital, Matero 1st Level Hospital, and Chawama 1st Level Hospital. Within the maternal and child health departments, HIV-positive pregnant women were recruited to the clinical trial. Participants were included if (a) 18 years and older, (b) ART-naïve, and (c) became eligible to start ART under the Option B + approach within the past 7 days. Women with known intrauterine fetal demise, known history of mental illness and those who did not intend to receive antenatal care, labour and delivery at the study health facilities were excluded. After written informed consent, women were randomized to a B + enhanced adherence support intervention or the standard of care. As part of baseline procedures, an ART Readiness tool, created from phase 2 of the study was completed. We now further describe the development of the readiness scale.
Item development
We used both inductive and deductive approaches to identify the item pool(13, 14). Regarding the deductive approach, we reviewed the literature to identify barriers and facilitators to ART initiation, ART adherence, and retention in care(15–22). We have also assessed existing scales and indicators including the HIV Medication Readiness Scale(11) and HIV Treatment Readiness Measure(12).
Regarding the inductive approach (study phase 1), we used formative qualitative research methodologies including in-depth interviews (IDI) with 24 HIV-infected pregnant and breastfeeding women and focus group discussions (FGD) with 16 male partners to explore patient readiness, and barriers and facilitators to initiate and adhere to lifelong ART among HIV-positive pregnant women. The IDI and FGD facilitators were independent qualitative researchers who were not part of the care team for the participants and were supervised by TK. We conducted the IDIs and FGDs in one of two local languages (Bemba or Nyanja) or English. All the IDIs and FGDs were recorded and then transcribed verbatim if conducted in English. IDIs and FGDs that were conducted in a local language were first translated by the interviewer and back-translated by someone who did not conduct the IDI or FGD for quality assurance. Topics of discussion included those related to initiation and adherence to medication and appointments, such as attitudes, emotions, social support, transportation, HIV-related stigma, and financial costs among others. Using Atlas qualitative software, we performed thematic content analysis. This was done in the following five steps. First, reading for content: we began with data reading until content becomes intimately familiar. As data were reviewed, emergent themes were noted. Topics that previous research has not adequately addressed and ones that emerge unexpectedly were explored in continued fieldwork. Second, coding: a list of codes was created based on identified themes and assigned to specific sections of text so that the text was easily searched. Code definitions were documented in a code book. Third, data reduction: once transcripts have been coded, we worked within each code to identify principal sub-themes that reflected finer distinctions in the data. Fourth, data display: matrices and tables that categorized and displayed data were used to help facilitate comparisons. Fifth, interpretation: once text had been read and coded, and central ideas extracted, we identified and explained the core meanings of the data.
The combined approaches generated a 27-item pool as shown in Table 1 on page 8. We conducted content validity assessment using expert and target population judgment approaches (study phase 2). First, we identified experts who are knowledgeable about HIV but who have not been involved in the item pool development. They provided comments on the item pool regarding its relevance to the ART readiness construct. Based on feedback from these experts, we decided to proceed with a 3-level response (rather than the desirable 5-levels), which was felt to be more practical for at-scale use of the tool. Second, we conducted 3 FGD with 24 HIV positive pregnant women on or eligible for ART and 3 FGD with 24 health care workers for content validity (8 in each group); items were reviewed for clarity. This was to ensure that the items capture the relevant experience of the targeted HIV-positive pregnant women.
Scale development
Pre-testing and main survey
Before the trial, we also pretested the questions in 25 HIV-positive pregnant women in one other clinic. This was to ensure that items are meaningful to the target population before the survey is administered. It also helped us to eliminate poorly worded items and facilitated rephrasing of items. As mentioned, the initial 27-item ART readiness scale was administered to all trial participants and four hundred and fifty-two (452) women completed it. This sample size was well above the rule of thumb of at least 10 participants per scale item and allowed for item reduction procedures, which requires bootstrapping (23, 24). The readiness scale was administered in one of the two local languages (Bemba or Nyanja) or English by research team members who were conversant with all three languages.
Table 1
Initial items of the ART readiness scale for HIV positive pregnant women
Item code | Items | Response format |
Disagree (No) | Not sure | Agree (Yes) |
q1 | Do you plan to tell most people about your HIV status? | 0 | 1 | 2 |
q2 | Do you believe that telling someone you have HIV is risky? | 0 | 1 | 2 |
q3 | I feel guilty that I am HIV positive | 0 | 1 | 2 |
q4 | Some people who learn my HIV status will start avoiding me | 0 | 1 | 2 |
q5 | Some people will tell me that it's my fault I have HIV | 0 | 1 | 2 |
q6 | I fear that people who know that I have HIV will tell others | 0 | 1 | 2 |
q7 | I worry that people may judge me when they learn my HIV status | 0 | 1 | 2 |
q8 | Most people with HIV are rejected when others learn their status | 0 | 1 | 2 |
q9 | If he knew my HIV status, my partner would help me with taking ARVs | 2 | 1 | 0 |
q10 | If he knew my HIV status, my partner would leave me or chase me from the house | 0 | 1 | 2 |
q11 | My partner cares about me and take care of me | 2 | 1 | 0 |
q12 | My partner would escort me to the clinic if I asked | 2 | 1 | 0 |
q13 | Would knowing your partner's status encourage you to take your ARVs? | 2 | 1 | 0 |
q14 | When times were hard in the past, I felt supported and encouraged by my family, friends, neighbours, or church | 2 | 1 | 0 |
q15 | I have a close relative or friend i can talk to about my ARVs | 2 | 1 | 0 |
q16 | It is okay to stop taking ARVs once you feel better | 0 | 1 | 2 |
q17 | It is okay to stop taking ARVs after baby is born | 0 | 1 | 2 |
q18 | I know that I will be able to take all my ARVs correctly | 2 | 1 | 0 |
q19 | I am afraid that ARVs will cause serious side effects | 0 | 1 | 2 |
q20 | Taking ARVs would not really help me | 0 | 1 | 2 |
q21 | Do you believe that prayers alone can cure you of HIV? | 0 | 1 | 2 |
q22 | Do you believe traditional medicines would be better than ARVs to treat or cure HIV? | 0 | 1 | 2 |
q23 | I fear that i may not always have enough food to take with my ARVs | 0 | 1 | 2 |
q24 | The cost of transportation to clinic may keep me from picking up my refills of ARVs on time | 0 | 1 | 2 |
q25 | It will be hard to find time to come to clinic to pick up my ARVs | 0 | 1 | 2 |
q26 | The lines at the clinic are too long | 0 | 1 | 2 |
q27 | Do you believe that some of the staff at the clinic are not friendly? | 0 | 1 | 2 |
We recoded all items into a binary response scale so that an item takes a value of 1 if the response has positive correlation with readiness and 0 otherwise. We used tetrachoric correlation coefficient to assess the correlation between items. Items with low correlation coefficient (< 0.3) are less desirable and were excluded from the item pool. We used Item Response Theory (IRT) to estimate discrimination index. Items with discrimination index having a p-value > 0.05 were further excluded(26, 27).
We used exploratory factor analysis (EFA) to extract factors and to assess the contribution of the items to the construct using rotated factor loadings. We used eigenvalue greater than 1(28) to determine the number of factors extracted. Items with orthogonal rotated factor loadings less than 0.40 were further excluded(23, 29). Also, items with cross-loadings or that appear not to load uniquely on individual factors were deleted. We used Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy to assess whether there is enough covariation in the variables to allow for us to extract the factors. A KMO greater or equal to 0.6 was considered adequate. We also used anti-image correlation and covariance matrices to assess whether there is any correlation between the variable itself and any underlying factors. Any variable with a variance < 0.5 is excluded in the factor analysis. All analyses were performed using Stata 15 MP (StataCorp, College Station, TX, USA).
Scale evaluation
We did not perform confirmatory factor analysis to test the dimensionality of the hypothesised factors extracted from the EFA. This is because we did not have a test dataset from either data collected at a different time point in a longitudinal study or a new dataset. We used Cronbach’s alpha to assess the internal consistency of the scale items, in terms of the degree to which the set of items in the scale co-vary, relative to their sum score(28, 30). We considered an alpha coefficient of 0.70 as an acceptable threshold for reliability.