Motivating factors associated with oral pre-exposure prophylaxis use among female sex workers in South Africa

To explore the motivating factors that encourage female sex workers to take oral PrEP, despite the challenges that come with adherence. The 39 participants in this study consisted of female sex workers, peer educators, a counselor, and a researcher. Participants took PrEP as an expression of self-love. Some participants described PrEP as empowering because they could independently prevent HIV. They were also motivated by parenting, hope and future aspirations. It is important for future PrEP interventions to incorporate behavioral strategies that appeal to the user’s personal and deeper motivations for living.

A Peer Educational Tool to Promote Antimicrobial Stewardship on a University Campus

Antibiotic resistance is a major public health threat. Patient education on the appropriate use of antibiotics is a key component in combating antimicrobial resistance. The purpose of this study was to analyze the utility of an origami fortune teller as a novel peer educational tool in promoting antimicrobial stewardship on a university campus. An origami fortune teller, with various case scenarios to demonstrate key antibiotic principles, was developed and used by peer educators to educate students attending a university wellness fair. The case studies included: antibiotic indications; differentiation between viral vs. bacterial infection; proper use of antibiotics; non-pharmacologic measures to combat infection; and antibiotic resistance. Students were asked to take an assessment pre and post working with the tool. One hundred and forty-three students received education using the novel tool. A significant improvement in the assessment score was observed after education was completed using the novel tool (69.5 vs. 96.6 p ≤ 0.05).

Edukasi Pencegahan dan Pengendalian Bahaya Rokok Pada Remaja di SMK Endang Darma Ayu Kabupaten Indramayu

The prevalence of smokers in Indonesia in adolescents aged 10-18 years in 2013 was 7.20% while in 2018 it was 9.10%, which means that there was an increase in the percentage of adolescent smokers by 1.9%. It is necessary to educate adolescents so that their knowledge about the dangers of smoking, prevention and control of the dangers of smoking can increase. The method used is Lecture and Discussion using educational video media and presentation of material using power point, the target of the activity is students at SMK Endang Darma Ayu, Indramayu Regency as many as 60 students. The arrangement of community service activities includes a welcome speech from the Student Affairs Section of Endang Darma Ayu Vocational School, introduction of the Community Service team from STIKes Indramayu, Pre Test, providing educational materials on how to prevent and control the dangers of smoking, discussion, post test, distribution of prizes. The results of the activity there was an increase in knowledge of 22.33%, the presentation during the pre test was 73.67% after being given education there was an increase in the post test score to 96%. It is necessary to carry out further community service activities by forming peer educators at SMK Endang Darma Ayu, Indramayu RegencyKeywords: Education; Prevention and Control; Danger of cigarette; Teenager AbstrakPrevalensi perokok di Indonesia pada remaja usia 10-18 tahun pada tahun 2013 sebesar 7,20% sedangkan pada tahun 2018 sebesar 9,10%, yang artinya terjadi peningkatan persentase perokok remaja sebesar 1,9%. Perlu dilakukan edukasi kepada remaja agar pengetahuan remaja tentang bahaya rokok, pencegahan dan pengendalian bahaya rokok dapat meningkat. Metode yang digunakan adalah Ceramah dan Diskusi dengan menggunakan media edukasi video dan penyajian materi menggunakan power point, sasaran kegiatan adalah siswa/siswi di SMK Endang Darma Ayu Kabupaten Indramayu sebanyak 60 siswa. Susunan acara kegiatan pengabdian kepada masyarakat meliputi Sambutan dari Bagian Kesiswaan SMK Endang Darma Ayu, Perkenalan tim Pengabdian Kepada Masyarakat dari STIKes Indramayu, Pre Test, memberikan materi edukasi bagaimana pencegahan dan pengendalian bahaya rokok, diskusi, post test, pembagian hadiah. Hasil dari kegiatan terjadi peningkatan pengetahuan sebesar 22.33 % presentasi saat pre test adalah 73.67% setelah diberikan edukasi terjadi peninggakatan hasil nilai post test nya menjadi 96%. Perlu dilakukan kegiatan pengabdian kepada masyarakat lebih lanjut dengan membentuk peer edukator di SMK Endang Darma Ayu Kabupaten Indramayu.Kata kunci: Edukasi; Pencegahan dan Pengendalian; Bahaya Rokok; Remaja

Same-sex behavior disclosure to health care providers associated with greater awareness of pre-exposure prophylaxis

Background This study aimed to determine whether the disclosure of same-sex behavior to health care providers (HCPs) is associated with higher rates of prior human immunodeficiency virus (HIV) testing experience and greater awareness of immediate antiretroviral therapy (ART), Undetectable = Untransmittable (U=U), and pre-exposure prophylaxis (PrEP) among men who have sex with men (MSM). Methods We conducted a cross-sectional survey among 689 adult males in Chengdu, China who self-reported having had anal intercourse with at least one man in the past 6 months. We measured same-sex behavior disclosure to three types of HCPs (hospital clinicians, community-based organization peer educators, and Center for Disease Control and Prevention public health specialists), and the awareness of immediate ART, U=U, and PrEP. Results Of the 689 enrolled participants, 31.4% had disclosed their same-sex behavior to some or all of the clinicians, 83.9% had done so to the peer educators, and 56.8% had done so to the public health specialists. Approximately four in five (82.1%) of the participants had ever been tested for HIV. The awareness rate was 84.8% for immediate ART, 20.2% for U=U, and 50.7% for PrEP. After controlling for significant background variables, same-sex behavior disclosure to clinicians was associated with greater awareness of PrEP (adjusted odds ratio [AOR] = 1.64; 95% confidence interval [CI]: 1.08–2.48), but similar findings were not reported regarding disclosure to peer educators or public health specialist. Same-sex behavior disclosure to any types of HCPs was not associated with HIV testing experience, and awareness of immediate ART or U=U. Conclusions The rates of same-sex behavior disclosure varied with different types of HCPs. Disclosure to clinicians was associated with greater awareness of PrEP, but not awareness of immediate ART or U=U.

Barriers and facilitators of HIV and hepatitis C care among people who inject drugs in Nairobi, Kenya: a qualitative study with peer educators

Background In Kenya, people who inject drugs (PWID) are disproportionately affected by HIV and hepatitis C (HCV) epidemics, including HIV-HCV coinfections; however, few have assessed factors affecting their access to and engagement in care through the lens of community-embedded, peer educators. This qualitative study leverages the personal and professional experiences of peer educators to help identify HIV and HCV barriers and facilitators to care among PWID in Nairobi, including resource recommendations to improve service uptake. Methods We recruited peer educators from two harm reduction facilities in Nairobi, Kenya, using random and purposive sampling techniques. Semi-structured interviews explored circumstances surrounding HIV and HCV service access, prevention education and resource recommendations. A thematic analysis was conducted using the Modified Social Ecological Model (MSEM) as an underlying framework, with illustrative quotes highlighting emergent themes. Results Twenty peer educators participated, including six women, with 2-months to 6-years of harm reduction service. Barriers to HIV and HCV care were organized by (a) individual-level themes including the competing needs of addiction and misinterpreted symptoms; (b) social network-level themes including social isolation and drug dealer interactions; (c) community-level themes including transportation, mental and rural healthcare services, and limited HCV resources; and (d) policy-level themes including nonintegrated health services, clinical administration, and law enforcement. Stigma, an overarching barrier, was highlighted throughout the MSEM. Facilitators to HIV and HCV care were comprised of (a) individual-level themes including concurrent care, personal reflections, and religious beliefs; (b) social network-level themes including community recommendations, navigation services, family commitment, and employer support; (c) community-level themes including quality services, peer support, and outreach; and (d) policy-level themes including integrated health services and medicalized approaches within law enforcement. Participant resource recommendations include (i) additional medical, social and ancillary support services, (ii) national strategies to address stigma and violence and (iii) HCV prevention education. Conclusions Peer educators provided intimate knowledge of PWID barriers and facilitators to HIV and HCV care, described at each level of the MSEM, and should be given careful consideration when developing future initiatives. Recommendations emphasized policy and community-level interventions including educational campaigns and program suggestions to supplement existing HIV and HCV services.

Pemberdayaan Siswa sebagai Peer Educator Pencegahan Perilaku Seksual Beresiko di SMK Negeri 28 Kabupaten Tangerang:

Seksualitas merupakan salah satu resiko yang sering dihadapi oleh remaja. Perubahan gaya pacaran remaja yang lebih permisif terhadap seks seperti lebih suka menunjukkan rasa kasih sayang terhadap pasangannya, tidak hanya sebatas mengobrol saja namun lebih cenderung mengarah pada pergaulan bebas. Hal tersebut dapat memunculkan penyimpangan reproduksi, seperti seks pranikah, aborsi, dan HIV/AIDS. Namun untuk mencegah terjadinya penyimpangan seksual pada remaja, diperlukan upaya pemberian informasi yang benar pada remaja, Saat menghadapi kehidupan reproduksi remaja lebih banyak memilih teman sebagai sumber informasi. Kegiatan pengabdian ini bertujuan untuk membentuk dan meningkatkan pengetahuan remaja peer educator. Metode yang digunakan yaitu bina suasana. Adapun kegiatan pengabdian meliputi 1) pengisian kuesioner, 2) Penyuluhan kesehatan terkait pencegahan perilaku seksual beresiko, 3) pelatihan sebagai peer educator dan melakukan role play, 4) melakukan focus group discussion (FGD) dengan pembahasan masalah yang sering terjadi pada remaja tentang perilaku seksual beresiko, 4) melakukan simulasi kepada teman sebaya. Hasil yang diperoleh adalah semakin meningkat pengetahuan peserta peserta, memahami mekanisme menjadi peer educator dan mampu mempraktekkan menjadi peer educator bagi teman sebayanya terkait pencegahan perilaku seksual beresiko.Kata kunci: peer educator; perilaku seksual beresiko; remajaEmpowering Students as Peer Educators to Prevent Risky Sexual Behavior at Public Vocational School 28 Tangerang Regency ABSTRACTSexuality is one of the risks often faced by adolescents. The dating habits of adolescents who are more focused on sexual behavior are more likely to express affection towards their partner and are more inclined towards free association behavior. There can lead to reproductive abnormalities, such as premarital sex, abortion, and HIV/AIDS. However, to prevent sexual misconduct in adolescents, it is necessary to provide the correct information in adolescents. The more preferred source of information in dealing with reproductive life is peers.There service activity aims to form and increase the knowledge of peer educators. The method used is atmosphere building. The service activities include 1) filling out a questionnaire, 2) health counseling related to the prevention of risky sexual behavior, 3) training as a peer educator and doing role play, 4) conducting focus group discussions (FGD) by discussing problems that often occur in adolescents about sexual behavior. at risk, 4) conducted simulations to peers. The results obtained are that the participants' knowledge increases, understand the mechanism of being a peer educator, and are can practice being a peer educator for their peers regarding the prevention of risky sexual behavior. Keywords: adolescent; peer educator; risky sexual behavior

Acceptability of peer learning and education approach on malaria prevention (PLEA-malaria) through primary schools communities in rural Ethiopia: peer educators’ perspectives

Background Evidence on peer educators’ experiences of implementing the school-based educational interventions on malaria prevention would be used as inputs for malaria eliminating efforts. This study explored the acceptability of the school-based peer-learning and education approach on malaria prevention (PLEA-malaria) among peer educators in Ethiopia. Methods This process evaluation study was aimed to examine the success of the school-based PLEA-malaria that was implemented in 75 primary schools in Jimma from 2017 to 2019. A mixed research method was employed to collect post-intervention data from 404 peer educators and key stakeholders. Data were collected using a structured questionnaire and interview guide. Multivariable linear regression modelling was performed using SPSS software version 26.0. Atlas ti 7.5 for windows was used to analyse the qualitative data. The result was presented by triangulating the findings of the qualitative and quantitative methods. Results The mean score (M, range = R) of acceptability of PLEA-malaria was (M = 20.20, R = 6–30). The regression modelling showed that age; (β = 0.264, 95% CI 0.266 to 0.632), GPA; (β = 0.106, 95% CI 0.008 to 0.074), parental readiness for malaria education; (β = 0.184, 95% CI 0.711 to 2.130), frequency of peer education; (β = 0.232, 95% CI 1.087 to 2.514) and team spirit; (β = 0.141, 95% CI 0.027 to 0.177) were positively associated with the acceptability while this relationship was negative for the number of ITN in the household; (β = − 0.111, 95% CI − 1.182 to -0.13) and frequency of parent-student communication; (β = − 0.149, 95% CI − 1.201 to − 0.293). The qualitative study identified facilitators of PLEA-malaria (e.g. team formation process, outcome efficacy, presence of schools’ structures, schools priority, and support) and barriers (e.g. low commitments, threat appraisal, response efficacy, and PLEA-malaria implementation gaps). Conclusion The results suggested that the acceptability of the school-based PLEA-malaria was higher implying the strategy is promising in promoting malaria prevention in primary schools. Considering factors related to personal, access to malaria preventive services, school system, and social support in education and behaviour change interventions would be important to improve the acceptability. The relationship about how an improvement in the level of acceptability would in turn influences malaria preventive behaviours among the students should be investigated.

Using Process Evaluation Results to Compare Peer and Adult Leader Delivery of the Paws (Peer-Education about Weight Steadiness) Club Program

To date, there is limited published literature on process evaluation of adolescent health promotion programs. In this paper, we describe the methods and results of PAWS Club process evaluation over 2 years of implementation to compare the effectiveness of delivery by peer and adult leaders. PAWS (Peer-education About Weight Steadiness) Club was a 12-week healthy lifestyle program, delivered to 6th and 7th graders by peer and adult educators, using cluster randomized controlled design. Peer educators were 8th graders in the program schools and adult educators were staff/teachers in the program schools. Trained university students filled out fidelity logs at each session led by peer and adult educators to assess program delivery. The fidelity logs included questions to collect information about the number of participants, duration of the session, percent of activities completed, and if lessons started on time, lesson objectives were clearly stated, lesson objectives were emphasized, demonstrations were visible to participants, all activities were completed, the leader was familiar with lessons, the leader maintained an appropriate pace, the leader kept participants on track, and the leader asked if participants had any questions. Adult educators had a higher mean performance for all questions compared to peer leaders. Significant differences were observed for emphasizing lesson objectives (p = 0.005), making demonstrations visible to participants (p = 0.031), being familiar with the lesson plan (p = 0.000), maintaining an appropriate pace (p = 0.000), keeping participants on track (p = 0.000), and asking if participants had any questions (p = 0.000). Significance was set at p < 0.05. Findings from the current study have implications for designing and conducting a process evaluation of complex healthy lifestyle programs with adolescents in schools. Additional training of peer educators may be needed to enhance program delivery.