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Ph D Protocol Presentation

Ph D Protocol Presentation



PHD protocol presentation at the Watsan WG Meeting on August 22, 2008

PHD protocol presentation at the Watsan WG Meeting on August 22, 2008



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    Ph D Protocol Presentation Ph D Protocol Presentation Presentation Transcript

    • Hygiene behaviours among school children in rural VN: the role of a school based hygiene promotion Le thi Thanh Xuan, Hanoi Medical University PhD research protocol, SANIVAT project Presented at TWG meeting, 22 Aug 08
      • Better water and sanitation infrastructure does not necessarily improve health
      • Hygiene behaviour, rather than service levels, was found to be more closely related with improvements in health
      • Schools are most important places of learning and behaviour change for children
      • Childhood is the best time for children to learn hygiene behaviours
    • Children and We…. Basic facilities are created Children enjoy learning and learn better Take back to their families Investing in children-> positive change
    • Percent Reduction in Diarrhoea by SSHE interventions
    • VIETNAM?
      • 1 national WS in 1986-> HE was developed (curricula and textbooks) for PSC
      • National target: 100% school hygienic sanitation coverage from 12% in rural areas by 2010
      • Many efforts but still poor personal hygiene of rural population and school children (11.5% students who WHWS after defecation).
      • School sanitation and hygiene is still limited ( 77.4% of schools had latrines but only 37.7% that met the MOH hygienic standards, 52.5% of schools did not supply drinking water for pupils)
      • Hygiene seems to be influenced by ethnicity, educational level and socio-economic status
      • Generate in-depth information on how school children perceive hygiene, how they practice hygiene (including sanitation at school setting), what motivates their hygiene behaviour and how they respond to participatory school-based hygiene promotion activities
      • Describe and analyse activities and institutions involve in hygiene promotion as understood by communities and government authorities, especially at school setting.
      • Analyse how school children perceive hygiene and hygiene practices to be related to human health.
      • Analyse how school children practice hygienic behaviours and what motivates these behaviours
      • Assess how school children respond to participatory school-based hygiene promotion pilot activities (based on WASH approach)
      • What are formal and informal school-based hygiene promotion activities as perceived by communities and government authorities?
      • What are the formal and informal hygiene promotional activities that school children have been exposed to?
      • Who are actors involve in performing these activities?
      • Who are the actors influencing or motivating hygiene behaviour at community level and among school children in particularly?
      • How do school children perceive hygiene?
      • How do school children perceive hygiene practices to be related to human health?
      • How do school children practice hygienic (especially hand washing)? What motivates such behaviour?
      • Why do school children fail to adopt specific hygiene practices promoted by schools or outside agencies?
      • What are important factors in determining hygienic behaviour of school children?
      • How do school hygiene promotional activities influence to hygiene perception and practices of school children?
      • Is there any difference between boys and girls? Any difference among different ethnic group students? Between different age groups?
      • Handwashing (after defecation and/or before eating, cooking)
      • Drinking water
      • Using latrines (both at school and at home)
      • The primary: school children (grade 1, 4, 7)
      • The secondary: teachers, administrators, cleaners and parents of primary pupils and parent-pupil associations
      • The tertiary: related persons in the commune (VHWs, CHWs, CPC and local residence) and local authorities at district and provincial levels (DOET, PMC, WU, IEC…)
      • The children able to communicate;
      • Diversity of ethnic groups
      • Diversity of age groups (both primary and secondary school)
      • Diversity of genders (boys and girls)
      • Diversity of geography (both main and branches)
      • Able to participate in the study (with informed consent)
      • Diversity of sanitary system at school (schools with and without latrine and drinking water supply)
    • STUDY DESIGN Response-to-hygiene study 4 th objective Hygiene practice study (home and school surveys) 3 rd objective Hygiene perception study of school children (school survey) 2 nd objective Stakeholder interviews (qualitative study) 1 st objective Design Objective
    • SCHOOL STUDY x x x x Observation x x Role models x x x X Behavior trials X x x x x x x Beliefs inte. x Family structure X x x x Daily diary x Motivator picture x Face-to-face child I. x Hygiene facilities ob. x x x x x Cleaner I. x x X X School staff I. School-home transfer Response Motivation Practice Perception Ability Opportunity Areas Tools
    • HOME STUDY X X X X X x x Child interview x x X X Caretaker interview X X Structured observation X X X X X X Open Observation School-home transfer Response Motivation Practice Perception Ability Opportunity Areas Tools
      • Hop Thanh and Ta Phoi communes, Lao Cai city, Lao Cai province
      • Home study: two-three villages (represents for highland and lowland, most and least popular ethnic groups, having schools)
      • School study: all 4 main primary school and secondary school and two satellites (located in two villages of home study)
    • TIMELINE Sept-Nov 08 and April-May09 School study (1-2 weeks per school) June-Aug 08 and 09 Home study April-July 08 Stakeholder interviews Time Study