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Peer-led sport programmes can provide supportive social relations and opportunities for role modelling and identification. These features can support the inclusion of groups who usually do not participate in sport activities and provide an environment that fosters personal and social development. However, it is important to assess the implementation of peer-led activities to understand whether such potentials are fulfilled. Therefore, we investigated the quality of delivery of peer-led street sport activities implemented by the street sport organisation GAME. The study combined quantitative and qualitative observations. Peer leader practices were assessed quantitatively with 40 observation items scored on a Likert scale. In addition, qualitative observations could be noted on the observation form. We conducted 49 observations at 15 different peer-led street sport activities delivered in low-resource neighbourhoods. We compared peer leader practices with the intentions of the programme as described in the programme logic model and explored influences on delivery in the physical and social setting. Quantitative data showed that pedagogical competencies (‘role modelling’, ‘body language’ and ‘conflict management’) scored highest for quality of delivery. Sport instruction elements, particularly the categories ‘technique’ and ‘instruction’, scored lower. The qualitative analysis suggested that programme features and structure as well as the (mostly outdoor) community setting influenced the possibility of peer leaders for implementing the programme as intended. Peer leaders were often observed to function as role models, mostly in a prosocial manner, although role modelling was also observed to not support programme intentions. The study provided insight into some of the challenges in and potentials inherent to peer-led sport activities in the setting of low-resource neighbourhoods where youth peer leaders are responsible for implementation. [ABSTRACT FROM AUTHOR]

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry. [ABSTRACT FROM AUTHOR]

Adolescents are the target group for HPV vaccination. Studies that examine factors influencing acceptability among adolescents and interventions aimed at improving knowledge, attitudes, perceptions, intentions, and, most importantly, vaccination rates are less common than those addressing parents or healthcare professionals. The specialized literature was searched for studies evaluating the impact of various interventions on adolescents. In the final analysis, 41 studies were included (35 original studies and 6 reviews). Educational interventions increased adolescents' knowledge scores in the selected studies. Peer education proved highly effective in rapidly and significantly improving knowledge about HPV. Additionally, multicomponent interventions generated awareness and knowledge that persisted for months after the interventions. HPV vaccine uptake increased following educational interventions in 11 out of the 14 studies that evaluated this outcome; studies presenting multicomponent interventions also proved effective in improving vaccination rates. Higher HPV vaccine series completion was reported following a reminder system strategy. Interventions directed at adolescents, combined with strategies involving parents and healthcare professionals, can play an important role in improving HPV vaccination rates. Educated adolescents must be involved in decisions about their own health and can be a valuable source of information for their peers and parents. [ABSTRACT FROM AUTHOR]

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry.

Background and purpose: Pregnancy, childbirth, and acceptance of parental roles are associated with anxiety and stress in parents, and mothers of premature infants have special needs. Peer education has been introduced as an effective way of educating patients and their caregivers. This study aimed to determine the effect of a peer education program on parental stress and situational anxiety in mothers of premature infants hospitalized in the neonatal intensive care unit Materials and methods: This was a quasi-experimental study conducted in Karaj. The study population consisted of 154 mothers of premature infants hospitalized in the neonatal intensive care unit of Alborz Hospital in Karaj. A sequential sampling method was used according to the inclusion criteria. First, 77 mothers in the control group were included in the study, and after collecting data, the mothers of the intervention group were selected. Five 30-minute training sessions were performed on consecutive days and at specific times by five trained counterparts for the mothers of the intervention group in small groups of 3-5 people. Training sessions consisted of discussions and exchanges of opinions between researchers and peers. The sessions were held at the hospital in the training room next to the neonatal intensive care unit at a certain time of the day and for 5 consecutive days. At the end of each session, peer educators summarized the issues raised in the group and answered the questions. Parental stress was assessed using the Parental Stress and Scale, and situational anxiety was assessed using the Spielberg Situational Anxiety Inventory. The mothers of the intervention group answered the questions of the above-mentioned questionnaire before the implementation of the peer education program immediately after the intervention and one month later. Mothers in the control group completed the questionnaire simultaneously. Data were analyzed using SPSS version 22 with analysis variances T t-test, and repeated measure test. Results: The mean age of mothers in the control and intervention groups was 29.49±4.76 and 30.5±4.5 respectively. The education level of most mothers in both the intervention and control groups was middle and high school to diploma, and most mothers of premature infants in both the intervention and control groups were housewives. None of the demographic characteristics was significantly different between the intervention and control groups. The mean stress scores in the intervention and control groups before the intervention were 120.94±16.04 and 116.26±33.82, respectively(P=0.462). Mothers in the intervention group experienced significantly less parental stress (intervention: 98.71±11.21, control: 114.83±32.56) after the peer education program compared with the control group, and this difference was statistically significant(P=0.007). There was a significant difference in parental stress one month after the implementation of the peer education program (intervention: 98.71±11.21, control: 114.83±32.56 (P

Ying Wang, Huan Ren, Meng Li, Ling Xie, Lin Lin, Yan-Le Fang Department of Anorectal Surgery, The Second Hospital of Hebei Medical University, Shijiazhuang, 050000, People’s Republic of ChinaCorrespondence: Ying Wang, Department of Anorectal Surgery, The Second Hospital of Hebei Medical University, 215 Heping West Road, Shijiazhuang, Hebei, 050000, People’s Republic of China, Tel +86-031166002901, Email Wangying_0628@yeah.netObjective: This study aimed to analyse the impact of enterostomal therapist-led visual health education combined with peer education on the postoperative self-nursing ability, quality of life and peristomial complications in patients with a permanent colostomy.Methods: Patients with a permanent colostomy admitted to Second Hospital of Hebei Medical University between March 2021 and March 2023 were selected and divided into the study group (60 patients) and the control group (60 patients). Enterostomal therapist-led visual health education combined with peer education was adopted in the study group, and regular education was adopted in the control group. The clinical effects between the two groups were compared.Results: Repeated measurement analysis of variance showed that the two educational methods had different effects on the quality of life (Ftreatment = 342.734, p < 0.001), self-nursing ability (Ftreatment = 256.321, p < 0.001), adaptability (Ftreatment = 321.734, p < 0.001) of patients with a permanent colostomy. After the 3-month intervention, the differences in all aspects of the quality of life, self-nursing ability and adaptability between the two groups were statistically significant, and the score of the study group was higher than that of the control group (p < 0.05). Compared with the control group, the study group had a lower incidence of the five complications (p < 0.05) and higher nursing satisfaction (Z = − 2.968, p < 0.05).Conclusion: Enterostomal therapist-led visual health education combined with peer education can improve the quality of life of patients with a permanent colostomy, improve their positive mood, reduce their negative mood, improve their adaptability to the stoma, reduce complications and improve their daily living conditions. In the future, the clinical application of visual health education and peer education in patients with permanent colostomy should be increased.Keywords: peer education, visual education, self-nursing ability, quality of life, peristomial complications, permanent colostomy patients

The digital transition poses relevant challenges and opportunities for older adults in aging European societies. To unleash the potential of the digital transition in old age and avoid the risk of exclusion, digital education for older adults seems to be a valuable solution. One of the most suitable approaches to digital education for older adults appears to be the peer-to-peer approach. However, not much literature is available on this topic. Within the ACTIVE-IT project, we aimed to design, implement, and evaluate a digital peer education course for older adults, focusing specifically on the use of smartphones and daily utility apps, such as mailing, e-Gov, and e-commerce. The purpose of this contribution is to document the protocol adopted to evaluate the course. The course involved 32 participants aged 65 or older, who, between March 2024 and June 2024, divided into three groups, attended a 10-lesson weekly course taught by a peer. We aim to measure the effect of the course on participants' digital skills and their perceived wellbeing. To do so, we will adopt a mixed methods approach, employing: digital methods by collecting and analyzing data on participants' smartphone use (i.e., log data on smartphone use before/during/after the intervention); a quasi-experiment, collecting information on course participants' wellbeing before/after the course attendance using a questionnaire survey; ethnographic observation conducted during the course, observing interactions between subjects during the course. The study has been approved by the Ethic Committee of the University of Milano Bicocca (prot.nr. 167541/2024). [ABSTRACT FROM AUTHOR]

This paper provides a commentary on the way sexuality education programmes are developed and delivered for young people with intellectual disability. It draws on current research literature to discuss the challenges young people with intellectual disability face accessing comprehensive sexuality and relationship education equitable to their non-disabled peers. It highlights a gap in knowledge in this area and puts forward a position to inform the co-development of innovative approaches for more accessible comprehensive sexuality and relationship education by schools and health professionals. [ABSTRACT FROM AUTHOR]

Background and purpose: Pregnancy, childbirth, and acceptance of parental roles are associated with anxiety and stress in parents, and mothers of premature infants have special needs. Peer education has been introduced as an effective way of educating patients and their caregivers. This study aimed to determine the effect of a peer education program on parental stress and situational anxiety in mothers of premature infants hospitalized in the neonatal intensive care unit Materials and methods: This was a quasi-experimental study conducted in Karaj. The study population consisted of 154 mothers of premature infants hospitalized in the neonatal intensive care unit of Alborz Hospital in Karaj. A sequential sampling method was used according to the inclusion criteria. First, 77 mothers in the control group were included in the study, and after collecting data, the mothers of the intervention group were selected. Five 30-minute training sessions were performed on consecutive days and at specific times by five trained counterparts for the mothers of the intervention group in small groups of 3-5 people. Training sessions consisted of discussions and exchanges of opinions between researchers and peers. The sessions were held at the hospital in the training room next to the neonatal intensive care unit at a certain time of the day and for 5 consecutive days. At the end of each session, peer educators summarized the issues raised in the group and answered the questions. Parental stress was assessed using the Parental Stress and Scale, and situational anxiety was assessed using the Spielberg Situational Anxiety Inventory. The mothers of the intervention group answered the questions of the above-mentioned questionnaire before the implementation of the peer education program immediately after the intervention and one month later. Mothers in the control group completed the questionnaire simultaneously. Data were analyzed using SPSS version 22 with analysis variances T t-test, and repeated measure test. Results: The mean age of mothers in the control and intervention groups was 29.49±4.76 and 30.5±4.5 respectively. The education level of most mothers in both the intervention and control groups was middle and high school to diploma, and most mothers of premature infants in both the intervention and control groups were housewives. None of the demographic characteristics was significantly different between the intervention and control groups. The mean stress scores in the intervention and control groups before the intervention were 120.94±16.04 and 116.26±33.82, respectively(P=0.462). Mothers in the intervention group experienced significantly less parental stress (intervention: 98.71±11.21, control: 114.83±32.56) after the peer education program compared with the control group, and this difference was statistically significant(P=0.007). There was a significant difference in parental stress one month after the implementation of the peer education program (intervention: 98.71±11.21, control: 114.83±32.56 (P<0.001)). Before the intervention, the mean anxiety scores of mothers in the intervention and control groups were 46.08±4.27 and 47.22±5.30, respectively(P=0.325). Mothers in the intervention group had significantly lower situational anxiety (intervention: 40.74±6.84, control: 45.02±7.03) compared with the control group after the peer education program(P=0.05). There was a significant difference in situational anxiety (intervention, 40.57±6.44, control: 46.80±7.55) in mothers in the two groups one month after the implementation of the peer education program (P<0.001). Conclusion: Peer education is an effective intervention for reducing parental stress and situational anxiety in mothers with premature infants, and the use of peer participation in education for this group of mothers among neonatal intensive care nurses and other members of healthcare providers is recommended. [ABSTRACT FROM AUTHOR]

BACKGROUND: Formal education surrounding abortion care during pre-clinical years of medical school is limited and will likely decrease with the overturning of Roe v. Wade. This study describes and evaluates the impact of an original abortion didactic session implemented during the pre-clinical years of medical school. METHODS: We implemented a didactic session at the University of California Irvine outlining abortion epidemiology, pregnancy options counseling, standard abortion care, and the current legislative landscape surrounding abortion. The preclinical session also included an interactive, small group case-based discussion. Pre-session and post-session surveys were obtained to evaluate changes in participants knowledge and attitudes and to collect feedback for future sessions. RESULTS: 92 matched pre- and post-session surveys were completed and analyzed (response rate 77%). The majority of the respondents identified themselves as more pro-choice compared to pro-life on the pre-session survey. Results reflected significantly increased comfort discussing abortion care and significantly increased knowledge about abortion prevalence and techniques after the session. Qualitative feedback was overwhelmingly positive and reflected participants appreciation for the focus on the medical aspects of abortion care as opposed to an ethical discussion. CONCLUSIONS: Abortion education targeted to preclinical medical students can be implemented effectively by a medical student cohort with institutional support.

IntroductionEach Indian state can select one of the two implementation models under India’s National Adolescent Health Strategy, i.e., Rashtriya Kishor Swasthya Karyakram, either direct implementation through the existing State Health Department and systems, or the Non-Governmental Organisation (NGOs) implementation model, which involves partnering with one or more field-level NGOs to provide the services and personnel.MethodsTo compare and comprehend the implementation strategies of the Peer Education programme under the Direct and NGO implementation models within India’s National Adolescent Health Strategy, and to document factors facilitating and hindering the adoption and implementation of the programme across two Indian states, using a qualitative approach.ResultsVariations and similarities were seen across the two models. Employing a multi-level selection process, Madhya Pradesh selected two peer educators (PEs), while Maharashtra had four. Criteria included adolescents aged 15 and above in Madhya Pradesh and younger (10–14 years) and older (15–19 years) in Maharashtra. Madhya Pradesh selected Shadow Peers (10–14 years) to address attrition. Training in Madhya Pradesh spanned over 6 days, structured, led by NGO Mentors, utilising standardised, interactive resources with participatory methods. Maharashtra’s training, facilitated by Auxiliary Nurse Midwife or Medical Officer, followed traditional approaches and relied on the trainer’s expertise. PE session frequency and duration varied from monthly to quarterly. PEs were comfortable in handling issues like nutrition and non-communicable diseases but faced hesitancy in handling sexual and reproductive health issues. Regular Adolescent Friendly Clubs supported peer educators (PEs). In Madhya Pradesh, Adolescent Health and Wellness Days were suspended due to the pandemic, which led to decreased awareness of adolescent health services. Maharashtra resumed Adolescent Health and Wellness Days albeit on a limited scale.ConclusionThe study identified various similarities and deviations from operational guidelines for the implementation of the peer education programme, offering valuable guidance for policymakers, practitioners, and stakeholders involved in RKSK’s planning and implementation. It presents actionable strategies to strengthen peer education interventions within national adolescent health programmes, regionally and globally.

Objective: To determine if a peer-led concussion reporting worksheet activity could elucidate barriers to reporting in collegiate athletes. Participants: Five hundred and three athletes from 7 universities across all three NCAA divisions. Methods: A supplementary qualitative analysis of responses to a concussion reporting worksheet completed during an RCT of a novel peer concussion education program. The first column of the worksheet required participants to list thoughts that prevent reporting and the second column required replacement thoughts that facilitate reporting. Results: A qualitative phenomenological thematic analysis of responses to the first column of the worksheets identified themes that coalesced into three areas: 1) missing out on athletic and social events, 2) losing one's competitive edge, and 3) negative interpersonal interaction/self-perception. Conclusions: Barriers to concussion reporting from several areas central to the collegiate athlete experience were identified. These barriers should be considered during clinical assessment and when developing concussion education programs. [ABSTRACT FROM AUTHOR]

Peer education has become an increasingly popular mode of community-level human immunodeficiency virus (HIV) prevention around the globe. In Ghana, networks of volunteer peer educators are mobilized by non-governmental organizations (NGOs) to conduct sexual health outreach among populations disproportionately affected by HIV, including men who have sex with men (MSM). In development discourse, peer education is typically rationalized in terms of its cost efficiency and “community empowerment” objectives. This article explores whether these initiatives are indeed “empowering” for the working-class men who work as MSM peer educators in the Ghanaian capital, Accra, as well as their broader impact on queer political organizing. Empirically, the article draws on ethnographic research conducted between 2013 and 2014, including participant observation in an HIV/MSM NGO, group and life story interviews with peer educators, and semi-structured interviews with key civil society actors involved in HIV/MSM and wider lesbian, gay, bisexual, trans, and intersex (LGBTI) rights work in Ghana. The article conceptualizes peer education as a form of social reproductive labor that is systematically devalued and frequently invisibilized within the global capitalist economy. It further argues that, contrary to the intervention’s core “empowerment” aims, peer education in Ghana places a disproportionate burden of responsibility on queer working-class men in dealing with the HIV epidemic, increases peer educators’ risk of homophobic violence and abuse, and engenders division between working-class queer communities and the civil society organizations that are supposed to represent them. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursing Effect / Etkili Hemşirelik Dergisi is the property of Dokuz Eylul Universitesi Hemsirelik Fakultesi Elektronik Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The digital transition poses relevant challenges and opportunities for older adults in aging European societies. To unleash the potential of the digital transition in old age and avoid the risk of exclusion, digital education for older adults seems to be a valuable solution. One of the most suitable approaches to digital education for older adults appears to be the peer-to-peer approach. However, not much literature is available on this topic. Within the ACTIVE-IT project, we aimed to design, implement, and evaluate a digital peer education course for older adults, focusing specifically on the use of smartphones and daily utility apps, such as mailing, e-Gov, and e-commerce. The purpose of this contribution is to document the protocol adopted to evaluate the course. The course involved 32 participants aged 65 or older, who, between March 2024 and June 2024, divided into three groups, attended a 10-lesson weekly course taught by a peer. We aim to measure the effect of the course on participants' digital skills and their perceived wellbeing. To do so, we will adopt a mixed methods approach, employing: digital methods by collecting and analyzing data on participants' smartphone use (i.e., log data on smartphone use before/during/after the intervention); a quasi-experiment, collecting information on course participants' wellbeing before/after the course attendance using a questionnaire survey; ethnographic observation conducted during the course, observing interactions between subjects during the course. The study has been approved by the Ethic Committee of the University of Milano Bicocca (prot.nr. 167541/2024).

Tuberculosis (TB) education seeks to increase patient knowledge about TB, while TB counselling seeks to offer tailored advice and support for medication adherence. While universally recommended, little is known about how to provide effective, efficient, patient-centred TB education and counselling (TEC) in low-income, high HIV-TB burden settings. We sought to characterise stakeholder perceptions of TEC in a public, primary care facility in Kampala, Uganda, by conducting focus group discussions with health workers and TB patients in the TB and HIV clinics. Participants valued TEC but reported that high-quality TEC is rarely provided, because of a lack of time, space, staff, planning, and prioritisation given to TEC. To improve TEC, they recommended adopting practices that have proven effective in the HIV clinic, including better specifying educational content, and employing peer educators focused on TEC. Patients and health workers suggested that TEC should not only improve TB patient knowledge and adherence, but should also empower and assist all those undergoing evaluation for TB, whether confirmed or not, to educate their households and communities about TB. Community-engaged research with patients and front-line providers identified opportunities to streamline and standardise the delivery of TEC using a patient-centred, peer-educator model.

BackgroundThis study aimed to evaluate the feasibility and acceptability of engaging unhoused peer ambassadors (PAs) in coronavirus disease 2019 (COVID-19) vaccination efforts to reach people experiencing unsheltered homelessness in Los Angeles County.MethodsFrom August to December 2021, vaccinated PAs aged ≥18 years who could provide informed consent were recruited during vaccination events for same-day participation. Events were held at encampments, service providers (eg, housing agencies, food lines, and mobile showers), and roving locations around Los Angeles. PAs were asked to join outreach alongside community health workers and shared their experience getting vaccinated, receiving a $25 gift card for each hour they participated. Postevent surveys evaluated how many PAs enrolled and how long they participated. In October 2021, we added a preliminary effectiveness evaluation of how many additional vaccinations were attributable to PAs. Staff who enrolled the PAs estimated the number of additional people vaccinated because of talking with the PA.ResultsA total of 117 PAs were enrolled at 103 events, participating for an average of 2 hours. At events with the effectiveness evaluation, 197 additional people were vaccinated over 167 PA hours ($21.19 gift card cost per additional person vaccinated), accounting for >25% of all vaccines given at these events.DiscussionRecruiting same-day unhoused PAs is a feasible, acceptable, and preliminarily effective technique to increase COVID-19 vaccination in unsheltered settings. The findings can inform delivery of other health services for people experiencing homelessness.

With the increasingly serious problem of China's aging society, the number of people suffering from stroke is increasing every year. Most stroke patients are accompanied by various sequelae and complications, which seriously affect the rehabilitation process of patients, increase the possibility of stroke recurrence, and are directly related to stroke mortality. Peer education is an economical, flexible and convenient new education model, which has been widely used in different fields at home and abroad. This review summarizes the domestic and foreign research progress on the application of peer education to stroke patients, in order to provide reference for clinical intervention of stroke patients. (脑卒中是全球第二大死亡疾病, 其发病率呈总体上升且逐渐年轻化的趋势。脑卒中患者大多伴有各种后遗症和并发症, 严重影响患者康复进程, 增加脑卒中复发的风险, 且与脑卒中死亡率直接相关。同伴教育模式是一种经济、灵活、便利的新型教育模式, 在国内外被广泛应用到了不同领域之中。本文对同伴教育应用于脑卒中患者的国内外研究进展进行概述, 以期为脑卒中患者的临床干预提供参考。)

Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam. Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software. Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam. Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.

Abstract Background There are significant inequities between Māori (Indigenous people) and non-Māori in ageing outcomes. This study used a strengths-based approach based on the key cultural concept of mana motuhake (autonomy and self-actualisation) to develop a tuakana-teina (literally older sibling-younger sibling) peer education programme to assist kaumātua (elders) in addressing health and social needs. The purpose of this study was to test the impact on those receiving the programme. Three aims identify the impact on outcomes, resources received and the cost effectiveness of the programme. Methods Five Kaupapa Māori (research and services guided by Māori worldviews) iwi (tribe) and community providers implemented the project using a partnership approach. Tuakana (peer educators) had up to six conversations each with up to six teina (peer learners) and shared information related to social and health services. A pre- and post-test, clustered staggered design was the research design. Participants completed a baseline and post-programme assessment of health and mana motuhake measures consistent with Māori worldviews. Open-ended questions on the assessments, five focus groups, and four individual interviews were used for qualitative evaluation. Findings A total of 113 kaumātua were recruited, and 86 completed the programme. The analysis revealed improvements in health-related quality of life, needing more help with daily tasks, life satisfaction, paying bills and housing problems. Qualitative results supported impacts of the programme on mana motuhake and hauora (holistic health) through providing intangible and tangible resources. Cost-effectiveness analysis showed that the intervention is cost effective, with a cost per QALY of less than the conventional threshold of three times GDP per capita. Conclusions A culturally-resonant, strengths-based programme developed through a participatory approach can significantly improve health and social outcomes in a cost-effective way. Trial Registry Clinical trial registry: Trial registration: (ACTRN12620000316909). Prospectively registered 06/03/2020, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=379302&isClinicalTrial=False .

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adolescents are the target group for HPV vaccination. Studies that examine factors influencing acceptability among adolescents and interventions aimed at improving knowledge, attitudes, perceptions, intentions, and, most importantly, vaccination rates are less common than those addressing parents or healthcare professionals. The specialized literature was searched for studies evaluating the impact of various interventions on adolescents. In the final analysis, 41 studies were included (35 original studies and 6 reviews). Educational interventions increased adolescents’ knowledge scores in the selected studies. Peer education proved highly effective in rapidly and significantly improving knowledge about HPV. Additionally, multicomponent interventions generated awareness and knowledge that persisted for months after the interventions. HPV vaccine uptake increased following educational interventions in 11 out of the 14 studies that evaluated this outcome; studies presenting multicomponent interventions also proved effective in improving vaccination rates. Higher HPV vaccine series completion was reported following a reminder system strategy. Interventions directed at adolescents, combined with strategies involving parents and healthcare professionals, can play an important role in improving HPV vaccination rates. Educated adolescents must be involved in decisions about their own health and can be a valuable source of information for their peers and parents.

This study aimed to assess the effectiveness of achronic kidney disease (CKD) peer coach's educational intervention on the quality of life of African-American individuals with CKD. This study employed an experimental research design to assess a peer coaching educational intervention for African-American individuals with CKD. The theoretical underpinning was grounded in social learning theory, emphasizing observational learning, imitation, and modeling. 165 patients were randomly assigned to either the intervention group (n = 81) or the control group (n = 84). Pre- and post-intervention analyses showed no significant differences in most health measures between the two groups. However, the intervention group demonstrated significant improvement in the energy/fatigue subscale, witha16-point difference supporting the intervention group (p =.003). Additionally, the intervention group showed increased scores in the pain subscale (p =.015), while the control group did not. The CKD educational intervention highlighted cultural considerations and provided cost-effective strategies for social workers. It emphasizes the importance of targeted educational interventions and calls for further research and interventions to address the comprehensive needs of CKD patients and improve their quality of life. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The acceptance of students with special needs by their peers with typical development is of critical prominence for students with special needs. This study, which uses the mixed method as the research design, aims to find out the effectiveness of the same-age tutoring method in order to determine the effect of peer-mediated skill generalisation techniques on the social acceptance of students with special needs in Konya, Turkey. The study utilised a mixed-method quasi-experimental research design. The study group consists of 16 students with typical development (11 years old) and 4 students with special needs (10–13 years old). Both student groups are attending a state primary school in Konya, Turkey. The social acceptance scale and Peer-Mediated Skill Generalisation Activities have been used as data collection tools. The quantitative data was analysed using the statistical analysis method, whereas the qualitative data was analysed using descriptive analysis. Following the study, it has been concluded that there are meaningful differences between the pre-test and post-test scores of the social acceptance of students with special needs by their peers with typical development who conducted the skill generalisation activities. [ABSTRACT FROM AUTHOR]

Background: There are significant inequities between Māori (Indigenous people) and non-Māori in ageing outcomes. This study used a strengths-based approach based on the key cultural concept of mana motuhake (autonomy and self-actualisation) to develop a tuakana-teina (literally older sibling-younger sibling) peer education programme to assist kaumātua (elders) in addressing health and social needs. The purpose of this study was to test the impact on those receiving the programme. Three aims identify the impact on outcomes, resources received and the cost effectiveness of the programme. Methods: Five Kaupapa Māori (research and services guided by Māori worldviews) iwi (tribe) and community providers implemented the project using a partnership approach. Tuakana (peer educators) had up to six conversations each with up to six teina (peer learners) and shared information related to social and health services. A pre- and post-test, clustered staggered design was the research design. Participants completed a baseline and post-programme assessment of health and mana motuhake measures consistent with Māori worldviews. Open-ended questions on the assessments, five focus groups, and four individual interviews were used for qualitative evaluation. Findings: A total of 113 kaumātua were recruited, and 86 completed the programme. The analysis revealed improvements in health-related quality of life, needing more help with daily tasks, life satisfaction, paying bills and housing problems. Qualitative results supported impacts of the programme on mana motuhake and hauora (holistic health) through providing intangible and tangible resources. Cost-effectiveness analysis showed that the intervention is cost effective, with a cost per QALY of less than the conventional threshold of three times GDP per capita. Conclusions: A culturally-resonant, strengths-based programme developed through a participatory approach can significantly improve health and social outcomes in a cost-effective way. Trial Registry: Clinical trial registry: Trial registration: (ACTRN12620000316909). Prospectively registered 06/03/2020, . [ABSTRACT FROM AUTHOR]

Introduction : Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam. Method : Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre -exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software. Results : Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021 -2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam. Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education. [ABSTRACT FROM AUTHOR]

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Narkotika, Alkohol, Psikotropika, dan Zat Adiktif lainnya (NAPZA) adalah zat yang digunakan untuk penelitian atau pengobatan yang jika dikonsumsi dapat menggangu fungsi sistem saraf pusat dan perilaku. Jumlah penyalahguna NAPZA pada usia remaja terus meningkat, maka perlu ada perubahan perilaku untuk mencegah penyalahgunaan NAPZA. Perilaku ini meliputi pengetahuan dan sikap dalam menanggapi penyalahgunaan NAPZA. Pemberian edukasi merupakan salah satu cara yang dapat meningkatkan pengetahuan dan sikap seseorang dalam menanggapi penyalahgunaan NAPZA. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh edukasi penyalahgunaan NAPZA terhadap tingkat pengetahuan dan sikap pada siswa SMA Kota Prabumulih. Penelitian ini merupakan penelitian eksperimen jenis quasi eksperimental kuantitatif terhadap 100 orang responden yang terdiri dari siswa kelas X, XI, dan XII. Sampel diambil dengan teknik stratified random sampling. Pengukuran dilakukan dengan menggunakan kuesioner pengetahuan dan sikap yang diberikan sebelum dan sesudah edukasi Peer Education. Hasil penelitian ini menunjukkan bahwa mayoritas responden sebelum diberikan edukasi memiliki tingkat pengetahuan cukup sebanyak 69% dan meningkat menjadi baik sebanyak 94% setelah diberikan edukasi. Sikap responden sebelum diberikan edukasi mayoritas pada kategori baik sebanyak 56% dan meningkat menjadi 75% setelah diberikan edukasi. Analisis data menggunakan uji Wilcoxon. Hasil analisis statistik menunjukkan p value < 0,05. Kesimpulan dari penelitian ini adalah terdapat pengaruh edukasi penyalahgunaan NAPZA terhadap tingkat pengetahuan dan sikap pada siswa SMA Kota Prabumulih.

Background: Although it is widely recognized that more attention needs to be paid to children's fluid intake, there is little information on how to improve it. Peer education has been suggested as an effective approach to changing health behaviors among school children. As a new approach, our study piloted a peer education program to improve children's fluid intake in primary schools. Methods: University students were prepared for their role as peer educators in an elective university course, including the concept of peer education and different pedagogical methods. The peer educators evaluated the training process by completing a questionnaire. The intervention took place during a School Health Day led by the peer educators. An anonymous survey with a questionnaire on knowledge of fluid intake was administered two weeks before, at the end of, and 15 weeks after the intervention. Changes in hydration knowledge were tested using repeated measures ANOVA. Results: The pilot program showed increased knowledge about fluid consumption (p

Abstract Background Peer education is an education model applied to change knowledge, behavior, and attitude in groups equal to each other regarding age, education, and status. This model is preferred in universities to improve teaching skills and reduce the stress level of students. This study aims to apply the peer education model at Trakya University Faculty of Medicine to receive feedback from students and to examine its effect on exam results. Methods This cross-sectional, descriptive, and analytical study was conducted with second-year medical students in parasitology laboratory lessons. Eighteen out of a total of 264 students were selected as peer educators. Peer educators have reached the level of providing education to students by taking the training before the laboratory lessons. At the end of the study, questionnaires were applied to peer educators and students. The students’ of 2021–2022 exam results were compared with the 2018–2019 academic year results. Results A total of 233 students were surveyed, and 78.5% (183/233) of them believe peer education is helpful, 69.9% (163/233) think it can help them reinforce what they have learned in theoretical lessons, 54.5% (127/233) think it should be used in other practical lessons, and 64.3% think it should be used in the coming years. While there was no significant difference between the exam results of the students in 2021–2022 and the 2018–2019 period (p: 0.462), a significant difference was found between the exam results of peer educators and students (p

Objectives: To evaluate whether a behavioral intervention, which taught peer education skills, could reduce injection and sexual risk behaviors associated with primary HIV and hepatitis C virus infection (HCV) among young injection drug users (IDU).Design: We conducted a randomized controlled trial involving HIV and HCV antibodynegative IDU, aged 15–30 years, recruited in five United States cities. A six-session, small-group, cognitive behavioral, skills-building intervention in which participants were taught peer education skills (n ¼ 431) was compared with a time-equivalent attention control (n ¼ 423). Baseline visits included interviews for sociodemographic, psychosocial, and behavioral factors during the previous 3 months; HIV and HCV antibody testing; and pre/posttest counselling. Procedures were repeated 3 and 6 months postintervention.Results: The intervention produced a 29% greater decline in overall injection risk 6 months postintervention relative to the control [proportional odds ratio 0.71; 95% confidence limit (CL) 0.52, 0.97], and a 76% decrease compared with baseline. Decreases were also observed for sexual risk behaviors, but they did not differ by trial arm. Overall HCV infection incidence (18.4/100 person-years) did not differ significantlyacross trial arms (relative risk 1.15; 95% CL 0.72, 1.82). No HIV seroconversions were observed.Conclusion: Interventions providing information, enhancing risk-reduction skills, and motivating behavior change through peer education training can reduce injection risk behaviors, although risk elimination might be necessary to prevent HCV transmission.

Background & Aims: AIDS is a disease for which there is currently no effective vaccine and basic treatment, the only way to fight AIDS is to prevent infection, which is possible with health education. This study was conducted with the aim of comparing the effect of two types of AIDS prevention, educational interventions by peer and adult groups on awareness and behavior among high school students in Mashhad. Materials & Methods: This interventional study was performed to compare two methods of education via peers against education by adults about awareness towards HIV/AIDS among high school students of Mashhad city in 2014- 2015. The studied groups included three groups of peer education, adult education, and control. Examining the level of knowledge and attitude of the subject was conducted through a questionnaire of the designated researcher, whose validity and reliability were tested again in a pilot. Results: The initial awareness of students was evaluated at about 28%. The most important source of information was television. In enhancing the level of awareness post-intervention in different areas of the peer and adult intervention groups, there was significant difference compared to the control. However, no significant difference was found between the two genders when comparing the peer and adult groups. Conclusion: The peers' good understanding of the social and cultural environment of the target group would improve social norms and healthy behaviors, which are among the advantages of this method. The results can be used for the educational planning of students because it shows the level of knowledge of students at the pre-university level and the educational needs of students for appropriate educational planning.

Abstract Background Formal education surrounding abortion care during pre-clinical years of medical school is limited and will likely decrease with the overturning of Roe v. Wade. This study describes and evaluates the impact of an original abortion didactic session implemented during the pre-clinical years of medical school. Methods We implemented a didactic session at the University of California Irvine outlining abortion epidemiology, pregnancy options counseling, standard abortion care, and the current legislative landscape surrounding abortion. The preclinical session also included an interactive, small group case-based discussion. Pre-session and post-session surveys were obtained to evaluate changes in participants’ knowledge and attitudes and to collect feedback for future sessions. Results 92 matched pre- and post-session surveys were completed and analyzed (response rate 77%). The majority of the respondents identified themselves as more “pro-choice” compared to “pro-life” on the pre-session survey. Results reflected significantly increased comfort discussing abortion care and significantly increased knowledge about abortion prevalence and techniques after the session. Qualitative feedback was overwhelmingly positive and reflected participants’ appreciation for the focus on the medical aspects of abortion care as opposed to an ethical discussion. Conclusions Abortion education targeted to preclinical medical students can be implemented effectively by a medical student cohort with institutional support.

Abstract Background The prevalence of type 2 diabetes is increasing among adolescents and clear strategies are needed to prevent it. The aim of this study was to determine the effect of peer education on knowledge, health beliefs and preventive behaviors of type 2 diabetes in female adolescents. Methods In this cluster randomized trial study, 168 students (84 people in each group) were enrolled. The data collection instrument was a questionnaire of knowledge (30 questions), health beliefs (16 questions) and behavior (20 questions) whose validity and reliability were confirmed. Then eight capable students were chosen as peer educators after being trained. The intervention group received 8 sessions of 90-min education through training, lectures, question and answer, and group discussion and with teaching aids such as pamphlets, educational clips and text messages. The post-test was administered two months after the treatment. Data collected using software SPSS16 and Chi-Square and ANCOVA test were used. Results The result showed that the mean and standard deviation of general knowledge, disease symptoms, behavioral risk factors, mid-term outcomes and long-term outcomes, perceived self-efficacy, behavioral beliefs, perceived susceptibility, perceived severity, prevention of stress, healthy food/healthy diet, unhealthy food/unhealthy diet, high-risk behavior, and self-care in the intervention group has increased significantly 2 months after intervention compared of control group (P

Background: Adolescents face increased vulnerability to HIV/AIDS due to factors such as insufficient knowledge and awareness, stigma, and restricted access to information. The Indonesian government initiated a peer education program through the Planning Generation Program (GenRe) ambassadors. These ambassadors are tasked with educating their peers about HIV/AIDS. However, their experiences are largely underexplored. Objective: This study aimed to explore the GenRe ambassadors’ experience in improving adolescents’ HIV/AIDS prevention behavior. Methods: This study employed a qualitative phenomenological approach, with in-depth and semi-structured interviews of GenRe ambassadors who had served for at least three to six months within the South Jakarta Health Sub-Department, Indonesia. Purposive sampling and data saturation techniques were utilized. Data were collected from 13 May to 31 August 2022, and Colaizzi’s steps were used to guide the data analysis. Results: Nineteen GenRe ambassadors participated, predominantly female university students ages 18–22. Six themes were developed: 1) the impact of GenRe ambassadors’ roles in improving HIV/AIDS prevention behavior, 2) activities to improve HIV/AIDS prevention behavior, 3) enhancement of self-concept as GenRe ambassadors, 4) obstacles to activities for improving HIV/AIDS prevention behavior, 5) support for activities to improve HIV/AIDS prevention behavior, and 6) hope for improving the GenRe ambassador program’s implementation. Conclusion: GenRe ambassadors are influencers who play a critical role in promoting HIV/AIDS prevention behaviors and fostering positive change in the broader youth community. Despite their positive self-concept, they encounter challenges in fulfilling their roles. Utilizing their insights, community health nurses can create effective peer-led HIV/AIDS prevention programs and contribute to a model of health promotion for adolescents. Leveraging the role of GenRe ambassadors as peer educators is recommended to enhance HIV/AIDS prevention efforts among adolescents.

Introduction: College students face increased risk for a variety of mental health problems but experience barriers to treatment access. Prevention programs, including those implemented by peer educators, may decrease treatment needs and increase service access. We examined the implementation of an evidence-based eating disorder prevention program, Body Project, delivered by college peer educators at 63 colleges/universities, comparing three levels of implementation support: (1) Train-the-Trainer (TTT) training; (2) TTT plus a technical assistance workshop (TTT + TA); and (3) TTT + TA with one year of quality assurance calls (TTT + TA + QA). The present study tested the degree to which indicators proposed by the Consolidated Framework for Implementation Research (CFIR) were associated with core implementation outcomes. Method: We tested whether indices of CFIR domains (i.e., perceived intervention characteristics, outer and inner setting factors, provider characteristics, and implementation process) were correlated with three implementation outcomes (program reach, fidelity, effectiveness) during a 1-year implementation period. Results: Greater program reach was associated with implementation process, specifically the completion of more implementation activities (β = 0.46). Greater program fidelity was associated with higher positive (β = 0.44) and lower negative (β = − 0.43) perceptions of the Body Project characteristics, and greater reported general support for evidence-based practices (β = 0.41). Greater effectiveness was associated with lower negative perceptions of Body Project characteristics (d = 0.49). Conclusions: Several implementation determinants proposed by the CFIR model predicted outcomes, especially intervention fidelity. Across the outcomes of interest, implementation determinants related to peer educator and supervisor perceived characteristics of the specific intervention and general attitudes towards evidence-based practices emerged as robust predictors to inform future work investigating ongoing implementation and sustainability of programs in university settings. [ABSTRACT FROM AUTHOR]

Background: Based on data from the World Health Organization said that the incidence of reproductive tract infections (ISR) is highest in the world, namely in adolescents (35%-42%) and young adults (27%-33%). Hygiene behavior is an important theme that needs to be examined in depth. Purpose: This study aims to identify the influence of peer education on the level of knowledge and behavior of adolescents about the importance of reproductive health Method: This type of research is quantitative research that uses Quasi Experiment with One Group Pre-post Design research design. The research sample was taken from a population of 25 adolescent girls in Wonoasri Hamlet using Total Sampling. The data collection technique used in this study was by using questionnaires and structured nonparticipant observations. Results: The result of this study is the influence given by peer education on the level of knowledge of adolescents about personal hygiene during menstruation. Conclusion: It is known from the results of questionnaires given before the intervention and after the intervention carried out with a p-value (0.000). [ABSTRACT FROM AUTHOR]

Background: Peer education is an education model applied to change knowledge, behavior, and attitude in groups equal to each other regarding age, education, and status. This model is preferred in universities to improve teaching skills and reduce the stress level of students. This study aims to apply the peer education model at Trakya University Faculty of Medicine to receive feedback from students and to examine its effect on exam results. Methods: This cross-sectional, descriptive, and analytical study was conducted with second-year medical students in parasitology laboratory lessons. Eighteen out of a total of 264 students were selected as peer educators. Peer educators have reached the level of providing education to students by taking the training before the laboratory lessons. At the end of the study, questionnaires were applied to peer educators and students. The students’ of 2021–2022 exam results were compared with the 2018–2019 academic year results. Results: A total of 233 students were surveyed, and 78.5% (183/233) of them believe peer education is helpful, 69.9% (163/233) think it can help them reinforce what they have learned in theoretical lessons, 54.5% (127/233) think it should be used in other practical lessons, and 64.3% think it should be used in the coming years. While there was no significant difference between the exam results of the students in 2021–2022 and the 2018–2019 period (p: 0.462), a significant difference was found between the exam results of peer educators and students (p < 0.05). Conclusions: It is known that with the peer education model, student stress will decrease, and interest and participation in the lesson will increase. Continuing this education model in the coming years and expanding it to other laboratory courses will benefit medical education. [ABSTRACT FROM AUTHOR]

Research on peer academic coaching is limited and primarily focused on the outcomes of students receiving coaching. However, the peer coach also learns through experience. This qualitative study aims to understand peer academic coaches' perceptions of their coaching roles and experiences. I collected interview and artifact data from three participants. I found the coaches' definitions were congruent with the peer coaching (Blair, 2018) and peer education (Damon & Phelps, 1989) frameworks. Participants' experiences represented both peer tutoring (as a coach) and peer collaboration (among the coaches). Implications include recommendations for peer coaching programs and areas for future research. [ABSTRACT FROM AUTHOR]

BACKGROUND: Peer education has contributed to increased knowledge and preventive behaviors of adolescents toward reproductive health matters with the unique feature of maintaining peer-to-peer learning ability and sustaining intervention gains. This study examined the factors that predict the agency of in-school adolescents as peer educators on the sexual and reproductive health and rights (SRHR) of adolescents. MATERIALS AND METHODS: A cross-sectional study was conducted on 257 adolescent boys and girls, purposively selected from six public secondary schools that had received a package of interventions that aimed to improve peer-to-peer education on SRHR in Ebonyi State, Nigeria. Data were collected using a pretested structured interviewer-administered questionnaire. Univariate and multivariate analyses were performed. The level of statistical significance was determined at a P value < 0.05 and a 95% confidence limit. RESULTS: Almost all the students (98.05%) believed that adolescents need information on SRHR, which should be provided in the schools; however, 66.93% had ever shared information with their peers on the SRHR. The predictors of the practice of peer education on SRHR include being in senior secondary (adjusted odds ratios (AOR) =2.889, P = 0.026), participation in SRHR campaigns (AOR = 6.139, P = 0.005), receiving information, education and communication materials (AOR = 0.266, P = 0.042), and discussing SRH matter with adult family members (AOR = 2.567, P = 0.026). CONCLUSION: The practice of peer education among adolescents was determined by their level in school, availability of support structures such as parent–child communication, and program-related factors. Therefore, public health initiatives should prioritize these factors to strengthen adolescents’ agency as peer educators on the SRHR of young people.

Background: With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration. Objective: Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles. Method: The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later. Results: The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants. Conclusion: Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited. [ABSTRACT FROM AUTHOR]

Peer education is a valued strategy for sexuality education and health promotion. Innovative approaches beyond traditional classroom settings offer critical opportunities to support adolescent sexual health. Yet, such models have been rarely used. It's OK to Ask Someone (IOTAS) is the first to use customized software to enable youth to both ask and answer sexual health questions using cell phones. This article describes an evaluation aimed to understand high school peer educators' experience staffing IOTAS and perception of how participation impacted their peer education training. Our findings suggest a value in direct peer education opportunities for participants through IOTAS in expanded education and skill development. The health promotion impact of sexuality education using cell phone interventions could be far-reaching for both peer education students and young people outside program participation. [ABSTRACT FROM AUTHOR]

Background: The prevalence of type 2 diabetes is increasing among adolescents and clear strategies are needed to prevent it. The aim of this study was to determine the effect of peer education on knowledge, health beliefs and preventive behaviors of type 2 diabetes in female adolescents. Methods: In this cluster randomized trial study, 168 students (84 people in each group) were enrolled. The data collection instrument was a questionnaire of knowledge (30 questions), health beliefs (16 questions) and behavior (20 questions) whose validity and reliability were confirmed. Then eight capable students were chosen as peer educators after being trained. The intervention group received 8 sessions of 90-min education through training, lectures, question and answer, and group discussion and with teaching aids such as pamphlets, educational clips and text messages. The post-test was administered two months after the treatment. Data collected using software SPSS16 and Chi-Square and ANCOVA test were used. Results: The result showed that the mean and standard deviation of general knowledge, disease symptoms, behavioral risk factors, mid-term outcomes and long-term outcomes, perceived self-efficacy, behavioral beliefs, perceived susceptibility, perceived severity, prevention of stress, healthy food/healthy diet, unhealthy food/unhealthy diet, high-risk behavior, and self-care in the intervention group has increased significantly 2 months after intervention compared of control group (P < 0.001). Conclusions: Peer education increased knowledge and improved adolescents' health beliefs and behaviors. Therefore, training in adolescence in order to prevention of diabetes can be considered as an effective step, and the use of peer-led education in this field is recommended. Trial registration: Trial registration number IRCT20200811048361N1 from School of Public Health & Neuroscience Research Center—Shahid Beheshti University of Medical Sciences. Date applied: 30/12/2020. Date assigned: 01/12/2020. [ABSTRACT FROM AUTHOR]

Fostering positive self-esteem is key to promoting healthy behaviour in adolescents. Adolescents need to be taught to recognise negative inner voices, challenge them and replace them with positive reinforcements. Providing opportunities for peer and emotional support is also key to promoting positive self-esteem. We plan to develop a peer educator health promotion programme to create a viable peer educator model, supported by measures of effectiveness. The proposed peer educator health promotion model programme is called 'The Way to Go' and will target a group of high school youth. The peer educators are health science students currently studying for a degree in health visitors. The programme is based on three interrelated themes: self-awareness, peer relationships and motivating life goals. Our study presents the literature that supports the rationale for the proposed programme. [ABSTRACT FROM AUTHOR]