Effects of Teacher Training and Continued Support on the Delivery of an Evidence-Based HIV Prevention Program: Findings From a National Implementation Study in the Bahamas.

Autor:	Wang B; University of Massachusetts Chan Medical School, Worcester, MA, USA., Deveaux L; Ministry of Health, Nassau, The Bahamas., Guo Y; University of Massachusetts Chan Medical School, Worcester, MA, USA., Schieber E; University of Massachusetts Chan Medical School, Worcester, MA, USA., Adderley R; Ministry of Health, Nassau, The Bahamas., Lemon S; University of Massachusetts Chan Medical School, Worcester, MA, USA., Allison J; University of Massachusetts Chan Medical School, Worcester, MA, USA., Li X; University of South Carolina, Columbia, SC, USA., Forbes N; Ministry of Health, Nassau, The Bahamas., Naar S; Florida State University College of Medicine, Tallahassee, FL, USA.
Jazyk:	angličtina
Zdroj:	Health education & behavior : the official publication of the Society for Public Health Education [Health Educ Behav] 2023 Dec; Vol. 50 (6), pp. 770-782. Date of Electronic Publication: 2023 Sep 02.
DOI:	10.1177/10901981231195881
Abstrakt:	Background: Few studies have investigated the effects of teacher training and continued support on teachers' delivery of evidence-based HIV prevention programs. We examined these factors in a national implementation study of an evidence-based HIV risk reduction intervention for adolescents in the sixth grade in the Bahamas. Methods: Data were collected from 126 grade 6 teachers and 3,118 students in 58 government elementary schools in the Bahamas in 2019-2021. This is a Hybrid Type III implementation study guided by the Exploration, Preparation, Implementation, Sustainment (EPIS) model. Teachers attended 2-day training workshops. Trained school coordinators and peer mentors provided biweekly monitoring and mentorship. We used mixed-effects models to assess the effects of teacher training and continued support on implementation fidelity. Results: Teachers who received training in-person or both in-person and online taught the most core activities (27.0 and 27.2 of 35), versus only online training (21.9) and no training (14.9) ( F = 15.27, p < .001). Teachers with an "excellent" or "very good" school coordinator taught more core activities than those with a "satisfactory" coordinator or no coordinator (29.2 vs. 27.8 vs. 19.3 vs. 14.8, F = 29.20, p < .001). Teachers with a "very good" mentor taught more core activities and sessions than those with a "satisfactory" mentor or no mentor (30.4 vs. 25.0 vs. 23.1; F = 7.20; p < .01). Teacher training, implementation monitoring, peer mentoring, teachers' self-efficacy, and school-level support were associated with implementation fidelity, which in turn was associated with improved student outcomes (HIV/AIDS knowledge, preventive reproductive health skills, self-efficacy, and intention to use protection). Conclusion: Teachers receiving in-person training and those having higher-rated school coordinator and mentor support taught a larger number of HIV prevention core activities. Effective teacher training, implementation monitoring, and peer mentoring are critical for improving implementation fidelity and student outcomes. Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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