Process assessment of a peer education programme for HIV prevention among sex workers in Dhaka, Bangladesh: A social support framework
Process assessment of a peer education programme for HIV prevention among sex workers in Dhaka, Bangladesh: A social support framework
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DOI：
10.1016/j.socscimed.2011.09.003
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发表时间：
2012-08-01
影响因子：
5.4
通讯作者：
Sarafian, Isabelle
中科院分区：
文献类型：
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作者：
Sarafian, Isabelle
这项研究评估了孟加拉国达卡酒店性工作者同伴教育计划的过程，并提出将社会支持作为组织框架。通过基线和后续评估来检查计划成果。对未接受同伴教育的性工作者的社会认知和行为变量进行了评估；平均在 23 周后的随访中对子样本进行了重新评估。根据同伴教育课程的内容评估过程。这些会话被记录下来，并编码为同伴教育者向听众提供的社会支持类型的百分比：信息性、工具性、评估性、情感性、陪伴性、非支持性。根据同伴教育者提供的情感和信息支持的平均比例，他们被分为三种“社会支持类型”。看到更多具有高信息支持形象的同伴教育者与性工作者更高的自我效能感、自我报告的性传播感染症状以及随访时自我报告的安全套使用情况有关；对于高情感支持和寻求治疗也是如此。社会支持构成了一个有用的框架，但需要进一步探索。这项研究基于综合的理论框架，对同伴教育的过程进行了直接、深入的检验。 (C) 2011 Elsevier Ltd. 保留所有权利。
This study evaluated the process of a peer education program for hotel-based sex workers in Dhaka, Bangladesh, with social support proposed as an organizing framework. Programme outcomes were examined through baseline and follow-up assessments. Sex workers naive to peer education were assessed on socio-cognitive and behavioural variables; a subsample was reassessed at follow-up 23 weeks later on average. Process was assessed in terms of the content of peer education sessions. These sessions were recorded and coded into percentages of social support types provided by the peer educator to her audience: informational, instrumental, appraisal, emotional, companionship, non-support. Peer educators were classified into three "social support profiles" based on average proportions of emotional and informational support they provided. Seeing more peer educators with a high informational support profile was related to higher sex worker self-efficacy, self-reported STI symptoms, and self-reported condom use at follow-up; the same was true for the high emotional support profile and treatment seeking. Social support constituted a useful framework, but needs further exploration. This study provided a direct, in-depth examination of the process of peer education based on a comprehensive theoretical framework. (C) 2011 Elsevier Ltd. All rights reserved.