Background
Theoretical framework
Methods
Setting and target population
Sampling method
Ethical approval
Data collection method
Guide for interviews
Analysis
Community mobilization component | Global theme | Organizing theme | Basic theme identified in the FGDs |
---|---|---|---|
Peer Support | Peer-support as a maternal health-enabler | Supported promoted dialogue | Dialogue helped challenge and re-evaluate inaccurate stereotypes and harmful clichés |
Dialogue enabled sharing information regarding best practices during maternal care | |||
Dialogue gave rise to empathy and availability of strong friendship ties with people in similar situation | |||
Provided of support to peers | Peer support promoted emotional, psychological, physical and economic support among HIV positive women during maternity | ||
Promoted treatment-adherence | Peer support encouraged regular and consistent uptake of ARVs before and after birth | ||
Peer support served as a continuous reminder for uptake of ARVs | |||
Fostered alliances | Peer support allows for the formation of alliances among peers to advocate for an end to sexual cleansing | ||
Working together to fight stigma and discrimination through advocacy and other means | |||
Fighting patriarchy and promoting women empowerment | |||
Peer support as a maternal-health inhibitor | Re-enforced superstition regarding institutional-delivery | Peers reinforced the negative superstition regarding health facilities e.g. Clinics practice witchcraft and infant deaths for ritual purposes etc. | |
Reinforced a sense of helplessness and dependency | Experiencing and seeing fellow peers’ ill outcomes reinforces helplessness and hopelessness in others | ||
Promoted harmful sexual practices | Promoting Traditional practice of dry sex | ||
Promoting Sexual cleansing | |||
Use of indigenous resources | Utilization of indigenous resources as a maternal health-enabler | Trained TBAs provided support | Provide pragmatic services in the form of psychological and emotional support |
Provide adherence-to-treatment support | |||
Help in providing priority attention to HIV positive women upon recommendation at the facility | |||
Provide continuous home-based maternal care | |||
Trained TBAs provided maternal health information | Provide useful maternal health information | ||
Trained TBAs as a conduit for referrals | Help to refer patients to facilities | ||
Provide transportation support for women to go to facilities | |||
Utilization of indigenous resources as a maternal health-inhibitor | TBAs obscured institutional delivery | Presence of TBAs prevents people from seeking professional help | |
Presence of TBAs prevents government from improving insertional care | |||
TBAs lacked skills, equipment and medical supplies to handle complications | TBAs lack skills to Help in PMTCT | ||
TBAs lack skills to Help Easily conduct HIV tests | |||
TBAs lack skills to Help in the provision of ARVs | |||
TBAs cannot Help in conducting caesarian births | |||
community involvement | Community involvement as a maternal health-enabler | Promoted use of Zambulance | Use of Zambulance to transport pregnant mothers to facilities for antenatal, childbirth and postnatal care |
Zambulance help to provide utility transportation services for drugs in difficult terrains | |||
Promoted use of ‘waiting shelter’ (shelters where expectant mothers can stay while they await delivery.) | Provision of safe spaces for discussing best ways of providing shelter to pregnant women and new mothers | ||
Provision of care and support to other women within the community through the shelters | |||
Use of local leaders and other significant people in communities to promote use of shelters | |||
Provision of nutrition and other supplies necessary during child birth in shelters | |||
Provision of mosquito nets to prevent HIV positive women against Malaria | |||
Encourage uptake of institutional delivery among HIV positive women | |||
Work together with others to encourage other HIV positive mothers seek antenatal and postnatal care | |||
community involvement as a maternal health-inhibitor | Reinforced tokenism | Community involvement was just symbolic as it failed to actively and realistically involve locals | |
Reinforced negative power relations | More powerful NGOs and health workers obscured the voices of the weak and vulnerable |
Results
ID | Age range | Education Level | Employment status |
---|---|---|---|
1st FGD (On Peer Support) | |||
1 | 20–30 | primary education | Employed |
2 | 20–30 | Primary education | Employed |
3 | 30–40 | No education | Unemployed |
4 | 30–40 | No education | Unemployed |
5 | 20–30 | No Education | Employed |
6 | 20–30 | Primary Education | Employed |
7 | 20–30 | No education | Employed |
8 | 20–30 | Primary education | Unemployed |
9 | 20–30 | Secondary Education | Employed |
10 | 20–30 | Primary Education | Unemployed |
11 | 30–40 | No Education | Employed |
12 | 30–40 | Secondary Education | Employed |
13 | 20–30 | Secondary Education | Unemployed |
2nd FGD (Utilization of indigenous resources) | |||
14 | 30–40 | Primary education | Unemployed |
15 | 20–30 | Secondary Education | Employed |
16 | 20–30 | Primary Education | Unemployed |
17 | 30–40 | Primary Education | Employed |
18 | 30–40 | No Education | Employed |
19 | 20–30 | No Education | Unemployed |
20 | 20–30 | Primary Education | Employed |
21 | 20–30 | Primary Education | Employed |
22 | 20–30 | No Education | Unemployed |
23 | 40–50 | Secondary Education | Employed |
24 | 20–30 | Vocational training | Employed |
25 | 40–50 | No Education | Unemployed |
26 | 30–40 | No Education | Unemployed |
3rd FGD (Community-Involvement) | |||
27 | 20–30 | Primary Education | Employed |
28 | 20–30 | Secondary Education | Employed |
29 | 40–50 | Primary Education | Unemployed |
30 | 30–40 | Primary Education | Employed |
31 | 30–40 | No Education | Employed |
32 | 30–40 | No Education | Unemployed |
33 | 30–40 | Primary education | Employed |
34 | 20–30 | Secondary Education | Employed |
35 | 20–30 | Primary Education | Unemployed |
36 | 30–40 | No Education | Unemployed |
37 | 40–50 | Secondary Education | Employed |
38 | 30–40 | Secondary Education | Employed |
Peer support
“It is easy to see that for a long time, people in this village were stigmatizing and discriminating against us, but now because we speak with one voice, we are able to confront this evil” Partciapnt:3.
Use of indigenous resources
“After she (the TBA) discovered that I was HIV positive, she explained to me the dangers of giving birth at home and as such, encouraged me to start going for antenatal and to give birth at the clinic” Participant 17.