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A framework for designing hand hygiene educational interventions in schools
Emmanuel Appiah-Brempong1, Muriel J Harris2, Samuel Newton3
1Department of Health Promotion and Education, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana. e.brempong@yahoo.com.
International Journal of Public Health
|December 25, 2017
Summary
Developing a theory-based framework for school hand hygiene education is crucial. This approach can improve infectious disease prevention by targeting psychosocial factors like attitudes and beliefs.
Area of Science:
- Public Health
- Health Education
- Behavioral Science
Background:
- School-based hygiene education is a primary method for infectious disease prevention, particularly in developing nations.
- A lack of theory-based frameworks specifically for school hand hygiene interventions exists.
- A comprehensive definition of hand hygiene is needed for intervention design.
Purpose of the Study:
- To propose a psychosocial theory-based framework for designing school hand hygiene educational interventions.
- To offer a broader definition of hand hygiene applicable to diverse settings.
Main Methods:
- A literature search was conducted using standardized tools and predefined inclusion criteria.
- Databases searched included PubMed, ERIC, and EBSCO host.
- Evidence on theoretical frameworks for school hand hygiene interventions was summarized narratively.
Main Results:
- School-based hand hygiene interventions can be enhanced by focusing on psychosocial variables.
- Key variables include behavioral capacity, attitudes, and subjective norms (normative beliefs and motivation to comply).
Conclusions:
- A framework based on psychosocial theories is relevant for improving school hand hygiene education.
- Such a framework can significantly enhance the design and effectiveness of interventions.
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