309984
Factors influencing implementation of an evidence-based HIV prevention program among Bahamian sixth-grade students
![142nd APHA Annual Meeting and Exposition (November 15 - November 19, 2014): http://www.apha.org/events-and-meetings/annual](images/banner.jpg)
Methods: Data were collected from 140 teachers, 46 principals or school administrators, and 3068 students in 81 government primary schools in The Bahamas. Structural equation modeling and mixed-effects modeling were conducted to examine the relationships among factors influencing teachers’ fidelity of implementation and student outcomes (including knowledge, skills, perception and intention).
Results:Teachers taught 18.5 out of 30 core activities, 28.3 out of 46 total activities and 5 out of 8 sessions on average. Teacher’s confidence in teaching FOYC lessons and perception of importance of FOYC had direct positive effects on teacher’s fidelity of implementation; implementation fidelity in turn affects student’s outcomes. School administrator’s attitudes towards HIV prevention had a direct and indirect effect (through teacher’s perception) on teacher’s fidelity of implementation. Teacher’s confidence in teaching is influenced by whether they received training on FOYC curriculum and student engagement in FOYC.
Conclusions: An evidence-based HIV prevention intervention can be implemented at a national level after proper preparation of implementation. School administrator’s attitudes towards HIV prevention, teachers’ perception of importance of the HIV prevention intervention and their confidence in teaching the curriculum are main factors that influence implementation fidelity and student outcomes.
Learning Areas:
Conduct evaluation related to programs, research, and other areas of practiceImplementation of health education strategies, interventions and programs
Public health or related education
Learning Objectives:
Identify individual and school-level factors that influence teacher’s implementation of an evidence-based HIV intervention;
Explain the relationships among facilitating and preventing factors of teacher’s implementation of FOYC intervention;
Evaluate intervention effect using structural equation modeling and mixed-effects model analysis.
Keyword(s): Adolescents, Evidence-Based Practice
Qualified on the content I am responsible for because: I have been conducting research in the area of adolescent risk behaviors and HIV prevention for over 10 years. I fully participated in this project and performed statistical analysis.
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.