Decker Martha J, Harrison Salish, Price Melisa, Gutmann-Gonzalez Abigail, Yarger Jennifer, Tenney Rachel
Department of Epidemiology and Biostatistics, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA, United States.
Philip R. Lee Institute for Health Policy Studies, Bixby Center for Global Reproductive Health, University of California, San Francisco, San Francisco, CA, United States.
JMIR Hum Factors. 2022 Jan 12;9(1):e31381. doi: 10.2196/31381.
In the last decade, the use of technology-based sexual health education has increased. Multiple studies have shown the feasibility of technology-based interventions, while a subset has also shown efficacy in improving youths' sexual health outcomes such as increased condom use and knowledge. However, little is known about health educators' experiences in integrating technology to augment sexual health curricula.
The purpose of this study was to assess the perceptions and experiences of health educators regarding the incorporation of technology into a sexual health education program designed for underserved youth in Fresno County, California, and to identify facilitators and challenges to incorporating technology into the in-person curriculum.
This implementation study used data collected as part of a cluster randomized controlled trial to evaluate In the Know (ITK), an in-person sexual health education curriculum that includes technology-based content, such as a resource locator, videos, and games, which can be accessed through a mobile app or website. Data from implementation logs from each cohort (n=51) and annual interviews (n=8) with health educators were analyzed to assess the health educators' experiences using the technology and adaptations made during the implementation.
The health educators reported that technological issues affected implementation to some degree: 87% of the time in the first year, which decreased to 47% in the third year as health educators' familiarity with the app increased and functionality improved. Technology issues were also more common in non-school settings. Successes and challenges in 3 domains emerged: managing technology, usability of the ITK app, and youth engagement. The health educators generally had positive comments about the app and youth engagement with the technology-based content and activities; however, they also noted certain barriers to adolescents' use of the mobile app including limited data storage and battery life on mobile phones.
Health educators require training and support to optimize technology as a resource for engaging with youth and providing sensitive information. Although technology is often presented as a solution to reach underserved populations, educational programs should consider the technological needs and limitations of the participants, educators, and settings.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/18060.
在过去十年中，基于技术的性健康教育的使用有所增加。多项研究表明了基于技术的干预措施的可行性，同时一部分研究还显示出其在改善青少年性健康结果方面的成效，如增加避孕套使用和知识水平。然而，对于健康教育工作者将技术融入以增强性健康课程方面的经验却知之甚少。
本研究的目的是评估健康教育工作者对于将技术纳入为加利福尼亚州弗雷斯诺县服务不足的青少年设计的性健康教育项目的看法和经验，并确定将技术纳入面对面课程的促进因素和挑战。
本实施研究使用了作为整群随机对照试验的一部分收集的数据，以评估《了解内情》（ITK），这是一门面对面的性健康教育课程，包括基于技术的内容，如资源定位器、视频和游戏，可通过移动应用程序或网站访问。对每个队列（n = 51）的实施日志数据以及与健康教育工作者的年度访谈（n = 8）进行分析，以评估健康教育工作者使用该技术的经验以及实施过程中所做的调整。
健康教育工作者报告称，技术问题在一定程度上影响了实施：第一年有87%的时间受到影响，随着健康教育工作者对应用程序的熟悉程度提高和功能改进，第三年这一比例降至47%。技术问题在非学校环境中也更为常见。出现了三个领域的成功与挑战：管理技术、ITK应用程序的可用性以及青少年参与度。健康教育工作者总体上对该应用程序以及青少年对基于技术的内容和活动的参与度给予了积极评价；然而，他们也指出了青少年使用移动应用程序的某些障碍，包括手机数据存储有限和电池续航时间短。
健康教育工作者需要培训和支持，以优化技术作为与青少年互动并提供敏感信息的资源。尽管技术通常被视为接触服务不足人群的解决方案，但教育项目应考虑参与者、教育工作者和环境的技术需求及局限性。
国际注册报告标识符（IRRID）：RR2 - 10.2196/18060。
