Perceived performances of peer learning and education approach on malaria prevention through primary schools communities in rural Ethiopia: Peer educators' perspectives.
Ethiopia
malaria prevention
peer educators
peer learning
school
Journal
Frontiers in public health
ISSN: 2296-2565
Titre abrégé: Front Public Health
Pays: Switzerland
ID NLM: 101616579
Informations de publication
Date de publication:
2022
2022
Historique:
received:
24
01
2022
accepted:
21
07
2022
entrez:
2
12
2022
pubmed:
3
12
2022
medline:
6
12
2022
Statut:
epublish
Résumé
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. 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 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. 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.
Sections du résumé
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
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.
Identifiants
pubmed: 36457327
doi: 10.3389/fpubh.2022.861253
pmc: PMC9706541
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
861253Informations de copyright
Copyright © 2022 Deressa, Eyeberu, Gamachu, Debella and Abamecha Ababulgu.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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