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/inn/en	Wang, Bo; Deveaux, Lynette; Guo, Yan; Schieber, Elizabeth; Adderley, Richard; Lemon, Stephenie; Allison, Jeroan; Li, Xiaoming; Forbes, Nikkiah; Naar, Sylvie
Titel	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
Quelle	In: Health Education & Behavior, 50 (2023) 6, S.770-782 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Bo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/10901981231195881
Schlagwörter	Foreign Countries; Teacher Education; Elementary School Teachers; Elementary School Students; Faculty Development; Workshops; Peer Teaching; Mentors; Program Effectiveness; In Person Learning; Online Courses; Coordinators; Acquired Immunodeficiency Syndrome (AIDS); Prevention; Health Promotion; Evidence Based Practice; Bahamas + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Online course; Online-Kurs; Koordinator; Prävention; Vorbeugung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	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 < 0.001). 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 < 0.001). 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 < 0.01). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01