埃塞俄比亚农村地区通过小学社区预防疟疾的同伴学习和教育方法的感知表现：同伴教育者的观点。

Perceived performances of peer learning and education approach on malaria prevention through primary schools communities in rural Ethiopia: Peer educators' perspectives.

机构信息

Department of Public Health and Policy, School of Public Health, Haramaya University, Harar, Ethiopia.

School of Nursing and Midwifery, College of Health and Medical Sciences, Haramaya University, Harar, Ethiopia.

出版信息

Front Public Health. 2022 Nov 15;10:861253. doi: 10.3389/fpubh.2022.861253. eCollection 2022.

DOI:10.3389/fpubh.2022.861253

PMID:36457327

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9706541/

Abstract

BACKGROUND

Schools are viewed as natural hubs and an effective strategy for promoting community healthy practices such as malaria prevention and control. This study examined the perceived performance of the peer learning and education approach to malaria prevention in rural primary school communities in Ethiopia, which has thus far received little attention.

METHODS

Post-intervention data were collected from 404 randomly selected peer educators between 2 April and June 2020 using a structured questionnaire. The data were analyzed using the Statistical Package for Social Sciences (SPSS) version 24.0. Multiple linear regression was used to identify independent predictors of perceived performance of school-based peer learning and educational approach. A statistically significant -value of < 0.05 was considered statistically significant.

RESULTS

Four hundred and one educators (99.2%) completed the interview. The mean score of perceived performance was 44.31 (SD = 6.13) which was above the expected mean level range of 11-55. Feasibility (β = 0.253, 95% CI = [0.313, 0.682]), and appropriateness (β = 0.163, 95% CI = [0.099, 0.442]) were significantly associated with perceived performance. Self-efficacy, malaria risk perception, eagerness to share and learn from each other's experiences, and preference for more than one subject were all significantly associated with perceived performance, with (β = 0.097, CI = [0.017, 0.242]), (β = 0.143, CI = [0.071, 0.233]), (β = 0.207, CI = [0.308, 0.826]) and (β = 0.075, CI = [0.084, 2.511]) at 95% CI, respectively.

CONCLUSIONS

The peer learning and education approach to malaria prevention and control in schools has a noticeably high level of perceived performance. Thus, it is recommended that when designing and implementing such programs through schools, personal and social (team) factors such as self-efficacy, risk perceptions, and peer education team spirit be considered.

摘要

背景

学校被视为促进社区健康实践（如疟疾预防和控制）的自然中心和有效策略。本研究考察了同伴学习和教育方法在埃塞俄比亚农村小学社区预防疟疾方面的感知效果，而这一方法迄今为止很少受到关注。

方法

2020 年 4 月 2 日至 6 月期间，采用结构问卷对 404 名随机选择的同伴教育者进行了干预后数据收集。使用 SPSS 24.0 版本进行数据分析。采用多元线性回归分析确定学校同伴学习和教育方法感知绩效的独立预测因素。具有统计学意义的 P 值<0.05 被认为具有统计学意义。

结果

401 名教育者（99.2%）完成了访谈。感知绩效的平均得分为 44.31（SD=6.13），高于预期的 11-55 分的平均水平范围。可行性（β=0.253，95%置信区间[0.313，0.682]）和适宜性（β=0.163，95%置信区间[0.099，0.442]）与感知绩效显著相关。自我效能感、疟疾风险感知、相互分享和学习的意愿以及对多个主题的偏好均与感知绩效显著相关，（β=0.097，CI=[0.017，0.242]）、（β=0.143，CI=[0.071，0.233]）、（β=0.207，CI=[0.308，0.826]）和（β=0.075，CI=[0.084，2.511]）在 95%置信区间内，分别。