Seimetz Elisabeth, Slekiene Jurgita, Friedrich Max N D, Mosler Hans-Joachim
Department of Environmental Social Sciences, Eawag: Swiss Federal Institute of Aquatic Science & Technology, Ueberlandstrasse 133, P.O. Box 61, 8600, Duebendorf, Switzerland.
BMC Res Notes. 2017 Jul 14;10(1):280. doi: 10.1186/s13104-017-2599-4.
This article presents the development of a school handwashing programme in two different sub-Saharan countries that applies the RANAS (risk, attitudes, norms, ability, and self-regulation) systematic approach to behaviour change.
Interviews were conducted with 669 children enrolled in 20 primary schools in Burundi and 524 children in 20 primary schools in Zimbabwe. Regression analyses were used to assess the influence of the RANAS behavioural determinants on reported handwashing frequencies.
The results revealed that, in both countries, a programme targeting social norms and self-efficacy would be most effective. In Burundi, raising the children's perceived severity of the consequences of contracting diarrhoea, and in Zimbabwe, increasing the children's health knowledge should be part of the programme.
The school handwashing programme should create awareness of the benefits of handwashing through educational activities, raise the children's ability and confidence in washing hands at school through infrastructural improvements, and highlight the normality of washing hands at school through events and poster creation.
本文介绍了在撒哈拉以南两个不同国家开展的一项学校洗手计划，该计划采用RANAS（风险、态度、规范、能力和自我调节）行为改变系统方法。
对布隆迪20所小学的669名儿童和津巴布韦20所小学的524名儿童进行了访谈。采用回归分析评估RANAS行为决定因素对报告的洗手频率的影响。
结果显示，在这两个国家，针对社会规范和自我效能的计划最为有效。在布隆迪，提高儿童对感染腹泻后果严重性的认知，在津巴布韦，增加儿童的健康知识，都应成为该计划的一部分。
学校洗手计划应通过教育活动提高对洗手益处的认识，通过改善基础设施提高儿童在学校洗手的能力和信心，并通过活动和制作海报突出在学校洗手的常态。
