Peer-led theoretically Desinged HIV/AIDS prevention intervention among students: a case of health belief model

Abstract

Background & aim HIV/AIDS is one of the most dangerous viruses known in the world. In addition, considering its fatality rate and high cost of care, it is a serious threat to the health and economy of social communities. Adolescents are one of the high-risk groups. One of the most effective ways to prevent this disease is to promote healthcare, raise awareness, and change health-related beliefs and attitudes. This study aims at determining the effect of peer education, based on the health belief model, on the preventative measures against AIDS adopted by girls. Methods & materials In this empirical-interventionist study two schools were randomly selected, one of which was considered as the intervention group and the other as the control group. The classes were also randomly selected and 80 students from each school took part in the project following the entry criterion. A questionnaire with acceptable validity and reliability was used to collect data. In this study a few bright students were chosen as peer educators after being trained. The intervention group (N = 80) received 4 sessions of 60-min education through training, lectures, question and answer, and group discussion, But the control group received no instruction. The posttest was administered two months after the treatment. The data was fed into the SPSS 16. Finally, T-test, Chi-Square, and ANCOVA were employed to analyze the data. Results The average scores obtained from the intervention group and the control group were not significantly different in terms of awareness level, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, perceived self-efficacy, behavioral intention, and behavior in baseline (P>0.05). Two months after the intervention there was a significant increase in the average scores of all the variables in the experimental group (P > 0.05). However, there was no significant change in the scores of the control group (P > 0.05). Conclusion Following a health belief model focusing on peer eduaction among high school girls, the intervention eduaction can affect awareness level, susceptibility, severity, benefits, perceived barriers, perceived self-efficacy, behavioral intention, and finally avoidance of high-risk behavior.

Efficacy of mobile-based educational intervention using Instructional Systems Design in promoting preventive behaviors for sexually transmitted infections among Iranian women: a randomized controlled trial

“…The results of the study demonstrated that the designed intervention successfully reduced the average score of STIs Perceived cognitive barriers(fear) significantly after the educational intervention in the experiment group; Some of these study results are consistent with other research studies [ 55 – 57 ]. Both Sadeghi’s and Huang’s studies found a decrease in Perceived barriers among participants in the experimental group compared to the control group following the intervention [ 58 ].…”

“…The results of the study by Varas-Díaz et al showed that participants in the intervention group had lower levels of Perceived social exclusion related to STIs compared to the control group [ 54 ]. Other studies have highlighted the positive role of family support and peer-based interventions in reducing perceived social exclusion by families [ 48 , 55 ]. The results of the present study suggest that women had high levels of perceived social exclusion related to STIs before the intervention, The designed intervention successfully reduced the average score of perceived social exclusion related to STIs among women in the experiment group after the educational intervention.…”

Exploration of Challenges Faced by Peer Educators in the Implementation of Health Promotion Activities at the Institutions of Higher Learning

“…Peer education centred on HBM, for instance, has been effectively used as an approach to encourage preventative behaviours amongst female students in Iran (Moshki, Zamani-Alavijeh, & Mojadam, 2017). On the same note, Joorbonyan, Ghaffari, and Rakhshanderou (2022) discovered that after an HBM that emphasized peer education, the intervention education could influence awareness level, susceptibility, degree of severity, advantages, perceived challenges, perceived confidence, behavioural intention, and ultimately avoidance of high-risk behaviour. This proves that the HBM is based on the notion that students are likely to change and cease their behaviour if they perceive they are at risk of acquiring disease and that preventing it will be helpful to them (Glanz, Rimer, & Viswanath, 2015).…”

Improving adolescents’ HIV/AIDS prevention behavior: A phenomenological study of the experience of planning generation program (GenRe) ambassadors as peer educators

“…Adolescents often face emotional instability, significant physical and social changes, exploring their identities, and seeking validation within peer groups, which can influence their behaviors, including engaging in risky sexual activity and substance abuse, potentially exposing them to HIV/AIDS (Stanhope & Lancaster, 2015 ). Previous studies from Sub-Saharan Africa (Joorbonyan et al, 2022 ; Mwale & Muula, 2017 ; Siddiqui et al, 2020 ) have highlighted peer relationships’ influence on adolescents’ behavior, emphasizing the need for effective interventions to promote healthier lifestyles. Peer education has emerged as a promising approach to improve adolescents’ preventive and health behaviors so that they avoid risky sexual behavior and promote healthy sexual behavior among their peers (He et al, 2020 ).…”