Background
Historical records indicated that malaria is the oldest deadly disease of man-kind that is transmitted by mosquito species called anopheles mosquito [
1]. With an estimated, 229 million in 2019 malaria remained the most important global public health issue [
2]. The global malaria cases remained unchanged over the last 4 years causing the loss of 409,000 lives in 2019, 411,000 lives in 2018, 451, 000 in 2017, and 435, 000 in 2016 [
2]. More than 70% of Ethiopia is a malaria-risk area and about 52% of the population of the country is at risk for malaria [
3].
Malaria is one of the diseases of man-king that received more global attention for elimination within the coming few decades [
4‐
7]. However, the inadequate emphasis on community participation and stakeholders’ engagement while extreme reliance on the costly malaria elimination approaches seems paradoxical [
8]. The disrupted health services connected to the Covid-19 pandemic and the emerging malaria resurgence, the upcoming years are expected to demonstrate stagnation in malaria reduction. Therefore, promoting collective actions through the involvement of the community and local institutions such as schools is important to accelerate the global and national malaria elimination efforts [
6]. One of the cost-effective strategies to engage and empower the community towards malaria control actions is the use of SBCC [
5,
6].
The SBCC strategy requires the use of diverse approaches including mass media and interpersonal communications, community participation, and multisectoral engagement aimed at influencing community norms and organizational systems in support of individual behaviors change for health improvement [
9]. The SBCC has been effectively used to advancing community participation in the previous malaria prevention and control programs [
6,
10]. Key to behavioral change, literature showed that the SBCC was found effective in promoting the key malaria preventive behaviors in the target community [
11,
12]. An active engagement, empowerment and retention of the frontline stakeholders, community, and local institutions such as schools in health interventions are major components of the SBCC [
9,
13]. Specifically, evidence indicated that the school-based interventions have multiplier effects on community’s health outcomes in which the students and teachers have greater credibility to influencing the families, neighbors, and friends towards healthy practices, though empirical evidence to this regard is extremely limited as far as malaria is concerned [
14].
Nevertheless; evidence on ways through which the schools and education sectors can effectively be engaged in the malaria preventive efforts is limited as far SBCC approach is concerned. This calls for process evaluation researches that explicitly link the implementation processes to the effects of the intervention [
13,
15‐
17]. Key to process evaluation; constructs of implementation outcomes such as acceptability and feasibility are indicators that mediate between the intervention and its ultimate effects [
18]. Acceptability and feasibility are the two key measures of the process outcomes important to a wide range of implementation researches [
19]. They are assessed or measured in several ways including the stakeholders’, providers’, and program target perspectives or perceptions towards the program under consideration [
18,
19].
Evidence on the feasibility and acceptability of a program is useful to understand the mechanism by which the program produces or led to the effects. While studies on the acceptability, and feasibility of various health promotion strategies are increasingly numerous in scientific pieces of literature, those targeting students with the school-based SBCC approach on malaria preventive actions remain fragmented [
20]. Moreover, there is no long-standing experiences implementation of the SBCC strategy in Ethiopia partly due to its recent emergence [
3,
21]. Thus, to our knowledge, no study has been conducted to evaluate the acceptability and feasibility of the SBCC strategy on malaria prevention in malaria-endemic settings of Ethiopia. This study is one of the several studies [
22‐
24]; aimed at measuring the acceptability and feasibility of the school-engaged malaria SBCC in Ethiopia to broadly understand the success of the program.
Focusing on the perspectives and experiences of frontline providers/stakeholders; the current study sought to answer; 1) what is the level of acceptability and feasibility of the school-engaged malaria SBCC in primary schools in rural Ethiopia? 2) What are the socio-demographic, cognitive, schools organizational and social supports factors affecting the acceptability and feasibility of the target program? Drawing on the extensive field experiences of the frontline personnel; the current study provided a valuable input that has implications for guiding interventions on how to embed the malaria SBCC strategy into the existing health care, education, and school system to ultimately enhance effectiveness, ownership, and maintenance.
Discussion
This study measured the acceptability and feasibility of the school-engaged malaria SBCC aimed to advance malaria prevention and control practices in malaria-endemic settings of Ethiopia. To our knowledge, the study is the first in Ethiopia that examined the acceptability and feasibility of the SBCC on malaria prevention enrolling the frontline stakeholders. Accordingly, the result showed that with a considerably adequate level of delivery and acceptability, this communication program on malaria seems feasible. Moreover, multiple individuals and contextual factors affecting the acceptability and feasibility of the program were identified in this study.
Specifically, the high level of acceptability and feasibility of the SBCC strategy indicated in this study implied that the strategy was more appealing and practically suitable to addressing the malaria situation in the study area. Although; the cut-off points for sound interpretation are not yet available; literature suggested that the relatively high scores indicate greater acceptability and feasibility [
19]. The improved acceptance in the current study might be connected to the higher community (recipients) acceptance as reported in one of the previous studies aimed to evaluate the same program (i.e. school-engaged SBCC) [
24]. A study examining the acceptability and feasibility of an intervention targeted to promoting physical activity behaviors in primary school reported a similar result [
41]. A study conducted in Ghana to evaluate the acceptability and feasibility of the school-based intervention directed to strengthening the reproductive health information and services indicated support and approval from the teachers and health workers [
42]. However; it’s true that discrepancy between acceptability and feasibility may often exist in real-world settings. For instance, a study showed that a program that was perceived appropriate was not feasible due to the disparity in resources and contextual requirements of the settings [
33]. The findings of this study imply the school’s potential to reach the local communities with malaria preventive messages and actions [
14].
Moreover, a wide array of factors related to individual beliefs, perception about the community support, and school climate, affecting the acceptability and feasibility of the intervention, were identified in this study. Specifically, the knowledge in essential malaria control measures and confidence in the ability to run the intervention positively influenced both acceptability and feasibility. Our finding is comparable with the result of a previous study that indicated staff who feel more confident in their ability to implement what was expected in the program had better acceptance and implemented more [
43]. Another study showed that skills gaps in community involvement in national school health policy affected the implementation feasibility among the school’s principals [
44]. It was also indicated that the capabilities such as procedural knowledge, skills, and motivation affected the shared decision-making interventions on contraceptive care among clinical and administrative staff [
45]. This finding implies the importance of emphasizing or building the knowledge and skills on the health communication program and processes to practically engage, empower and retain (EER) the key partners and stakeholders.
The individual factors or personal belief of malaria threat was positively associated with both feasibility and acceptability of the intervention. In support of this result; the cognitive-behavioral theories indicated that the high threat perception (perception of risk plus severity) are potential factors that drive or motivate people towards implementing risk alleviating actions [
46‐
48]. People are more motivated to approve and participate in disease preventive actions when they perceive that they are vulnerable to severe disease. The possible reason for the observed relationships in this study might be due to the fact that the current study was conducted in malaria-endemic settings and this might have affected the threat perception of malaria. However; it was reported that malaria incidence is showing a decreasing trend in Ethiopia that could reduce the public’s perception of the disease [
8,
24].
Moreover, evidence of implementation researches suggested that interventions that are grounded in positive organizational climates such as inspiring leadership, open communication, participatory decision making, and positive social supports have greater acceptance and better feasibility [
43,
49]. Previous implementation studies of various health and behavior change programs in the schools showed the positive effects of the school climate on the intervention processes and its effectiveness [
50‐
52]. However, the current study showed paradoxical findings in that the school climate was negatively associated with the acceptability and feasibility of the intervention. Participants who felt positive towards the school settings and support tended to be more skeptical about the program and its feasibility. A consistent finding was reported from a previous study in which teachers’ positive perceptions about the existing decision-making climates in the school negatively affected the intervention delivery and acceptance [
52].
The complex interplay of multiple factors such as the nature of the program (strategy), nature of settings, staff turnover, providers’ or receipts’ attitude, interests, and expectations may be responsible for the observed paradoxical finding in the current study. The imbalance between expectations and actual fulfillment of the school setting appropriateness for better decision-making process or the failure to aligning their expectations with the goal of the program was associated with reduced perceptions of the program relevance and acceptability [
43]. Moreover, the mediating effects of attitudes and beliefs about the program might also be attributed to these observed variations. For example, it was shown the effect of school climate on school-wide physical activities (PA) intervention delivery was mediated by teachers’ attitude toward PA and the beliefs about their responsibility to undertake the programs [
52,
53]. The reason behind this result may be due to some misperceptions or misunderstandings in the schools or health systems such as
“who is responsible to address the health issues”, “do schools are really qualified for health care?” [
23]. However, this complex relationship must be further explored using better research designs such as longitudinal studies.
he other most important factor positively affecting the acceptability and feasibility of this study was community support. The perceived community support represents the individual perception about the influence of aspects of community contexts including the existing culture, community connections/networks, and social supports on the implementation and continuity of the target program [
54]. The providers exist within wider social contexts that shape, support, or constrain their actions as they tend to interact within organized settings such as community networks, faith organizations, and social service agencies that influence their collective norms and sets of routines of health care practices. It was shown that addressing conditions emanating from the community, promoting community acceptance and ownership enhances the uptake and adoption of a program [
43]. However; this is not always the case as enhanced community coalition and recruitment efforts were negatively related to its implementation outcomes in the previous study [
55]. The positive effect of the perceived community supports in this study can be supported by the result of similar study (i.e. evaluating the effectiveness of the school-based malaria SBCC) which reported high level of community acceptance and adoption [
24].
Finally, none of the socio-demographic characteristics of the study participants were associated with either feasibility or acceptability. A comparable result was reported from the previous review that indicated the demographic factors generally have small or no effects on the acceptability of environmental policies [
56]. The finding of this study implies that the variations in the level of the acceptability and feasibility of the program are mainly explained by factors related to the cognitive and behavioral skills dimension (e.g. knowledge, self-efficacy) and not by the socio-demographic characteristics. The possible reason may be the study participants were all qualified professionals and self-sufficient in which their preferences, behaviors, or actions are not shaped by the variations in the socio-demographic characteristics.
Implications
The current study demonstrated that the school-engaged malaria SBCC strategy was adequately received or accepted by the key personnel for its benefits in addressing the malaria situations in the area. Further, it was believed that the intervention was technically and operationally feasible. Therefore, this implies that we could intensify the SBCC strategies to accelerate the global and national malaria elimination goals [
3,
21,
57], by taking scale up measures such as enrolling several villages, schools (i.e. primary, secondary, and higher institutions), involving more stakeholders, and partners from the public and private hospitals, non-governmental organizations, and faith-based organizations. The lesson learned from this study may have practical implications for advancing the existing school health practices in general and malaria preventive communication in particular. Adoption of the SBCC strategy in schools could also improve the existing school health education approach that mainly lacks real community and stakeholders engagement [
58].
The current study provided a valuable input that has methodological implications for guiding interventions on how to embed the malaria SBCC strategy into the existing health care, health education and school system to ultimately enhance effectiveness, ownership and maintenance. The study suggested how process evaluation of the malaria SBCC strategy would be done to generate evidence that could contribute to the advancement in the implementation research practices. Finally, the study provides an insight on how the program process measures such as feasibility and acceptability can be measured; as potential indicators (the main challenges in the process evaluation) to understand the overall success of the SBCC strategies [
59,
60].
Strength and limitations
The result of the current study was based on the data collected from the self-report of practices or behaviors and not based on an observational data of implementation process. The self-report data may be subjected to the social desirability bias that may overestimate the treatment integrity as compared with observational methods to collect objective data [
61]. However; many studies have shown a correspondence between the self-report data and the observational data on depicting the dynamics or nature of the program process [
62‐
64]. It was also recommended that the self-report methods (e.g. perceptions and experiences) about the intervention is more useful to capture the real quality of implementation that couldn’t be explored through the conventional observational data [
43].
The finding of the current study might be affected by the possible instability of the psychological states (because of the use of the psychometrical constructed measures) over time and under different situations. Finally, the lack of empirical evidence on process evaluation of the SBCC strategy on malaria was another important limitation of the current study. Thus, the result of the current study was interpreted based on available evidence (e.g. evidence on school-based health behavior change programs).
Conclusion
With considerably effective delivery and a high level of acceptability, the school-engaged malaria SBCC strategy seems feasible. The result suggested that the strategy was appealing and practically relevant to enhance the malaria preventive practices both in primary schools and villages. The SBCC strategy that targets personal factors such as malaria threat perceptions, knowledge on malaria, and personal skills on the program, and contextual factors that include school climate, school system, and community support would be fruitful to facilitate the implementation and uptake of the program. The result implicates the need for intensifying such a strategy to engage, empower, and retain (EER) the schools in malaria elimination efforts and beyond. To better understand how the improvement in the level of acceptability and feasibility would influence the ultimate effects of the intervention on malaria preventive actions, further longitudinal research involving RCT with a larger sample should be conducted.
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