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

• Published in: Malaria Journal
• Main Authors: Fira Abamecha, Alemayehu Deressa, Morankar Sudhakar, Lakew Abebe, Yohannes Kebede, Dejene Tilahun, Firanbon Teshome, Zewdie Birhanu
• Format: Article in Journal/Newspaper
• Language: English
• Published: BMC 2021
• Subjects: Peer education; SBCC; Malaria; Acceptability; School; Ethiopia; Arctic medicine. Tropical medicine; RC955-962; Infectious and parasitic diseases; RC109-216; Arctic
• Online Access: https://doi.org/10.1186/s12936-021-03965-y; https://doaj.org/article/53746f2efd57411ea69af5c25e92a551

Abstract 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 ...