Human-centered design exploration with Kenyan health workers on proposed digital mental health screening and intervention training development: Thematic analysis of user preferences and needs

Abstract

Background Health providers' perceived sense of knowledge, competency, and self-efficacy to support the needs of their patients contributes to optimal patient health outcomes. With regards to mental health service delivery in Kenya, this area needs further exploration. Guided by the e-health technology acceptance mode, the needs and preferences of health care providers around mental health training for clinical management and their ability to intervene in peripartum adolescent mental health care are explored. We probed how well-equipped service providers are, their engagement with technology to learn and offer services. The health care provider's technology use preferences were also explored. Method Guided by a human-centered design-focused qualitative inquiry we interviewed 20 specialists around their needs, perspectives, and preferences for digitized mental health screening and intervention. Mean age was 44.2 years, (range of 32–58 years), 25% (5) males and 75% (15) females. After a written consenting process, the online interviews (30−45 min) were conducted in April 2021, once personal information was de-identified interviews were transcribed and coded. Thematic analysis was used and we combined rapid appraisal of Google Jamboard online storyboards to do individual human-centered design personas alongside. Results Our participants were well-exposed to digital technologies. Prohibitive costs of data bundles, lack of funds for consistent online engagement, high workload, and instability of access to appropriate gadgets were found to be barriers to e-health training. Emerging opportunities were well-identified adolescent mental health service and intervention needs, willingness to take online courses offered on learning platforms, and wish for these to be disseminated through diverse social media. Other recommendations were the need to have a user-friendly interface such as data-light engaging and practical materials including animations, short, group-based learning. Conclusion Understanding contextual factors that influence perceived usefulness and ease of use of the remote/digital components would be critical for e-training development and its uptake.

Applying Human-Centered Design in Global Mental Health to Improve Reach Among Underserved Populations in the United States and India

“…42 Furthermore, design thinking enabled both teams to ensure that their mobile application user interface was user-friendly by presenting material with imagery, animations, and short videos alongside data-light educational information and practice exercises. 43 Each case study highlighted unique lessons learned. The first case study described how codesign supported community engagement in the development of graphics for a digital application for refugee families participating in the FSI-R in the United States.…”

“… 42 Furthermore, design thinking enabled both teams to ensure that their mobile application user interface was user-friendly by presenting material with imagery, animations, and short videos alongside data-light educational information and practice exercises. 43 …”

Economics of Education and Digital Learning for Human Capital Development in Pakistan: A Critical Review

“…Digital education makes materials more accessible, potentially reducing inequities and offers flexibility for students (Malik et al, 2023). Digital learning has enhanced technological skills for both students and teachers, making them more valuable in today's increasingly tech-driven work market (Kumar et al, 2022).…”

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