School-based social and behavior change communication (SBCC) advances community exposure to malaria messages, acceptance, and preventive practices in Ethiopia: A pre-posttest study

Koricha, Zewdie Birhanu; Abebe, Lakew; Alemayehu, Guda; Sudhakar, Morankar; Birhanu, Zewdie

doi:10.1371/journal.pone.0235189

Cited by 30 publications

(68 citation statements)

References 31 publications

(57 reference statements)

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“…The current qualitative study explored the message contents conveyed in malaria poems generated by students in primary schools targeted by one of school-based malaria SBCC project in Jimma zone, Oromia-the largest state in Ethiopia Students in primary schools transmitted messages that enhance community appraisals of the threats from malaria. Some studies in Ethiopia indicated the incidence and perception of risk to malaria are signi cantly falling (4,22,49,50). In spite of falling trend, the poems presented about the need to feel risk and severity of malaria.…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, a study indicated that there were behavior changes observed in settings where these poems were developed, particularly in knowledge, ITN usage, and precautions concerning IRS (22). Perhaps the poems had contribution for the changes.…”

Section: Discussionmentioning

confidence: 99%

“…Pieces of evidence indicate that approaching SBCC through school is one of the proven effective and e cient means of disseminating information to students and their families. School children and teachers are key agents for communicating and encouraging community-wide malaria prevention and control (3,(18)(19)(20)(21)(22).…”

Section: Introductionmentioning

confidence: 99%

“…The current study emphasized the evaluation of one of school-based SBCC intervention on malaria that was conducted in the Jimma zone by 2017-19. Details of the intervention reported in a separate article (22). One of the interventions package involved primary school students in developing and disseminating messages to schools and broader communities.…”

Section: Introductionmentioning

confidence: 99%

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Primary school students’ poetic malaria messages in Ethiopia: A qualitative content analysis

Koricha¹,

Hayder²,

Girma³

et al. 2020

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Background: Engagement of schools in malaria control is an emerging strategy. Little is known about involvement of students on malaria message developments. This study evaluated message contents of primary school students’ malaria poems.Methods: A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of Jimma Zone. Data were analysed using Atlas.ti version 7.1.4 software. Message contents and metaphors were presented using central themes and categories in supportive quotations. Finally, message contents were quantified in frequency. Results: The ages of the poetic students ranged from 12 to19 years old. A total of 602 specific malaria contents generated. The contents were put into 21 categories under five central themes. Contents about malaria-related knowledge include causation and modes of transmission, mosquito breeding and biting, signs and symptoms, caring for insecticide-treated nets (ITNs), and ways of prevention. The poems conveyed the perception of threats from malaria. Effectiveness of prevention methods was profoundly reported related to adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices. Misconceptions, beliefs, and malpractices were mentioned in the poems pertaining to causes and drug-use. Direct calls were present to adopt ITN, IRS, clean surroundings, treatment, and drug use. Message about the severity of malaria, distinguishable signs and symptoms, manifest calls to community participation towards malaria elimination, knowledge of preventive ways, and effectiveness of ITN use were the most commonly conveyed contents. Metaphoric expressions (war and death) were used to convey messages about severity and the need to manage the prognosis of malaria through active ITN utilization, which itself was metaphorically represented ‘a trap’ to mosquitoes. Conclusion: Poetic content analysis indicated that students in primary schools are considerable malaria messages source, particularly in rural settings. Involving students in malaria programs would effectively communicate knowledge, perceptions, and promote practices by using local metaphors that set learning contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Primary school students’ poetic malaria messages in Ethiopia: A qualitative content analysis

Koricha¹,

Hayder²,

Girma³

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…It consisted of engaging students in primary schools (5-8 grades) using students' network (so called 1-to-5) who received training about malaria prevention, and participated in peer-to-peer discussion every other week. The details of the intervention content and procedure was presented in separate article [46].…”

Section: School-based Community Education Interventionmentioning

confidence: 99%

Effectiveness of peer-learning assisted primary school students educating the rural community on insecticide-treated nets utilization in Jimma-zone Ethiopia

Koricha

Abebe

Alemayehu

et al. 2020

Malar J

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Background Making insecticide-treated nets (ITNs) utilization a social norm would support the global goal of malaria eradication and Ethiopian national aim of its elimination by 2030. Jimma zone is one of the endemic settings in Ethiopia. This study aimed to report effects of malaria education, delivered by students, on community behaviours; particularly ITNs. Methods In pre-posttest, cross-sectional household surveys conducted in rural villages of 5 districts in Jimma Zone, Ethiopia, 762 households were sampled. The intervention engaged students from primary schools in participatory peer education within small groups, followed by exposing parents with malaria messages aimed at influencing perceptions and practices. The data were analysed using SPSS version 20.0. Proportions/means differences were computed to compare changes in exposure, knowledge, perceptions, and practices using 95% CI at p < 0.05. Regression analyses were conducted to assess exposures to school-based education, content intensity, perception, and access related predictors of ITN utilization over the intervention periods. Results Over the intervention periods, the findings showed significant improvement in exposure to and content intensity of malaria messages delivered by students, effect size (ES) = 44.5% and 19.3%, p < 0.001, respectively. ITN utilization (ES = 25.8%), and the reported behaviour of giving ITN priority to children under 5 years old and pregnant women increased by ES = 16.3% and 24.8%, respectively. The exposure status or content intensity of malaria education, in turn, significantly improved comprehensive knowledge about malaria (β = +1.82), misconceptions about causes (β = − 11.46), awareness of caring for ITN (β = +24.79), identifying ITN as effective preventive methods (OR = 1.93), attitude towards ITN (β = +0.20), perceived efficacy of ITN (OR = 1.04), acceptance of ITN as a means to control the danger of malaria (β = +8.08%), and ITN utilization (OR = 1.85). Nonetheless, perceived threat (β = − 0.19) significantly negatively correlated with exposure to students’ messages. Socio-demography, access, exposures to messages, and parental perception that students were good reminders predicted ITN utilization over the intervention periods with some changing patterns. Conclusions Exposing the community to malaria education through students effectively supports behaviour change, particularly ITN usage, to be more positive towards desired malaria control practices. A school-based strategy is recommended to the national effort to combat malaria.

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COVID-19 Medical-Religious Partnerships: Implementation of a Just-In-Time COVID-19 Training in Catholic Schools

et al. 2021

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The concept of Just-In-Time Training (JITT) is to provide critical information specific to a public health crisis, allowing individuals to understand and respond to an urgent situation. The design of the JITT curriculum appropriate for school-aged children during the COVID-19 pandemic is vital, as every individual has a role to play in mitigating the spread of SARS-CoV-2. When working with various communities, considering culture and religion is essential, as aligning values and beliefs with the JITT curriculum’s objectives may significantly change the community’s behavior toward a public health crisis. In this narrative, we describe how a JITT curriculum for the COVID-19 pandemic, created in Maryland, US, and implemented in a Catholic school system, aligned with core Catholic social teachings. This alignment allowed for implementing and delivering the COVID-19 curriculum in Maryland’s Archdiocese Catholic school system, culminating in a medical-religious partnership that serves as a model for future public health crises.

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School-based social and behavior change communication (SBCC) advances community exposure to malaria messages, acceptance, and preventive practices in Ethiopia: A pre-posttest study

Cited by 30 publications

References 31 publications

Primary school students’ poetic malaria messages in Ethiopia: A qualitative content analysis

Primary school students’ poetic malaria messages in Ethiopia: A qualitative content analysis

Effectiveness of peer-learning assisted primary school students educating the rural community on insecticide-treated nets utilization in Jimma-zone Ethiopia

COVID-19 Medical-Religious Partnerships: Implementation of a Just-In-Time COVID-19 Training in Catholic Schools

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