265967 Evaluating knowledge, attitudes, and practices regarding STIs and family planning among girl adolescents after a comprehensive educational curriculum in Laikipia Plateau, Kenya

Wednesday, October 31, 2012

Margaret Gaughran, MPH , Graduate School, Mount Sinai School of Medicine, New York, NY
Ramin Asgary, MD, MPH , Dept of Medicine, The Mount Sinai School of Medicine and Doctors without Borders, New York, NY
Introduction: Kenya has high rates of STIs and unplanned pregnancy, without adequate sex education in schools. We evaluated knowledge, attitudes, and practices (KAP) of adolescents regarding ST/HIV and family planning in Laikipia Plateau, Kenya. Methods: During summer of 2011, participants from a girl boarding school received KAP surveys before and after enrollment in a sexual health curriculum with didactic sessions and audio-visual aids, educational games, and open discussions. Curriculum covered STI transmission and prevention, HIV/AIDS, family planning, and peer-to-peer education strategies. Results: Multiple educational sessions were held weekly over six weeks. Thirty-eight students completed pre- and post-test surveys. Half were 13 to 16 years old. Pre test questionnaires revealed a lack of knowledge about types of STDs and its consequences, specifically Chlamydia, but an adequate knowledge of basic pregnancy prevention including abstinence and condom use. Majority reported feeling comfortable negotiating condom use during intercourse. We observed improvement in the following; knowledge about causes of Pelvic Inflammatory Disease (45% to 89%); feeling that HIV persons deserve their disease (25% to 15%); knowledge about HIV transmission to child during pregnancy (51% to 62%) and through breastfeeding (71% to 84%); and misconceptions about ways that a woman could get pregnant. Conclusions: Despite some basic knowledge and attitude on STD prevention and family planning, major misconceptions and gaps in attitudes and practices still exist. Comprehensive educational curriculum especially educational games and open discussion forum were well-received. Students were enthusiastic to conduct peer led classes in their communities despite the stigma associated with these topics.

Learning Areas:
Administer health education strategies, interventions and programs
Advocacy for health and health education
Assessment of individual and community needs for health education
Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Social and behavioral sciences

Learning Objectives:
To assess the knowledge, attitude and practices in regard to STIs and family planning in kenya To describe pillars of an educational curriculum to address gaps in sexual health education and family planning methods

Keywords: Sexual Risk Behavior, Family Planning

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a graduating public health student and have worked in kenya doing health education in regard to STIs and family planning in the past couple of years. I have helped to design this study and to implement it. I have developed and offered the teaching curriculum. I have performed pre- and post-intervention surveys. I analyzed the data and helped to draft and finalize the abstract.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.