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A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China

Children attending kindergarten are at high risk for contracting infections, for which hand hygiene (HH) has been recognized as the most cost-effective prevention measure globally. Kindergarten teachers’ HH behavior plays a vital role in encouraging favorable hygiene techniques and environment. This...

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Autores principales: Liu, Xiaona, Zhao, Zhiguang, Hou, Wanli, Polinder, Suzanne, van Beeck, Ed F., Zhang, Zhen, Zhou, Yan, Liu, Gang, Xie, Xu, Cheng, Jinquan, Richardus, Jan Hendrik, Erasmus, Vicki
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6516664/
https://www.ncbi.nlm.nih.gov/pubmed/31086379
http://dx.doi.org/10.1371/journal.pone.0215824
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author Liu, Xiaona
Zhao, Zhiguang
Hou, Wanli
Polinder, Suzanne
van Beeck, Ed F.
Zhang, Zhen
Zhou, Yan
Liu, Gang
Xie, Xu
Cheng, Jinquan
Richardus, Jan Hendrik
Erasmus, Vicki
author_facet Liu, Xiaona
Zhao, Zhiguang
Hou, Wanli
Polinder, Suzanne
van Beeck, Ed F.
Zhang, Zhen
Zhou, Yan
Liu, Gang
Xie, Xu
Cheng, Jinquan
Richardus, Jan Hendrik
Erasmus, Vicki
author_sort Liu, Xiaona
collection PubMed
description Children attending kindergarten are at high risk for contracting infections, for which hand hygiene (HH) has been recognized as the most cost-effective prevention measure globally. Kindergarten teachers’ HH behavior plays a vital role in encouraging favorable hygiene techniques and environment. This study aims to evaluate the effectiveness of a multimodal intervention at changing kindergarten teachers’ HH behavior and social cognitive factors that influences HH behavior in China. The intervention named “Clean Hands, Happy Life” includes HH products with refills, reminders and cues for action, a kick-off event with awards, and training programs. We evaluated the intervention using a self-administrative questionnaire with a stratified random sample of 12 kindergartens. Two surveys was completed by 176 teachers at baseline and 185 after the 6-month intervention. Compared with the baseline scores, there was a significant improvement in the overall self-reported HH compliance of teachers (9.38 vs. 9.68 out of 10, p = 0.006), as well as teachers’ perceived disease susceptibility, disease severity and behavioral control after the intervention (p<0.05). We found that teachers’ HH compliance was likely to be higher among those who have better HH guideline awareness (β = 0.48, p<0.01) and perceived behavioral control (β = 0.26, p = 0.01), which explained 24.2% of the variance of self-reported compliance of teachers at baseline. The assessed intervention may provide Chinese kindergarten teachers with behavioral skills and cognitions that associated with the compliance of HH behavior. We thus recommend future intervention studies consider our HH behavior change techniques, address multiple social cognitive determinants of HH behavior and include the change of targeted influences in the impact evaluation.
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spelling pubmed-65166642019-05-31 A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China Liu, Xiaona Zhao, Zhiguang Hou, Wanli Polinder, Suzanne van Beeck, Ed F. Zhang, Zhen Zhou, Yan Liu, Gang Xie, Xu Cheng, Jinquan Richardus, Jan Hendrik Erasmus, Vicki PLoS One Research Article Children attending kindergarten are at high risk for contracting infections, for which hand hygiene (HH) has been recognized as the most cost-effective prevention measure globally. Kindergarten teachers’ HH behavior plays a vital role in encouraging favorable hygiene techniques and environment. This study aims to evaluate the effectiveness of a multimodal intervention at changing kindergarten teachers’ HH behavior and social cognitive factors that influences HH behavior in China. The intervention named “Clean Hands, Happy Life” includes HH products with refills, reminders and cues for action, a kick-off event with awards, and training programs. We evaluated the intervention using a self-administrative questionnaire with a stratified random sample of 12 kindergartens. Two surveys was completed by 176 teachers at baseline and 185 after the 6-month intervention. Compared with the baseline scores, there was a significant improvement in the overall self-reported HH compliance of teachers (9.38 vs. 9.68 out of 10, p = 0.006), as well as teachers’ perceived disease susceptibility, disease severity and behavioral control after the intervention (p<0.05). We found that teachers’ HH compliance was likely to be higher among those who have better HH guideline awareness (β = 0.48, p<0.01) and perceived behavioral control (β = 0.26, p = 0.01), which explained 24.2% of the variance of self-reported compliance of teachers at baseline. The assessed intervention may provide Chinese kindergarten teachers with behavioral skills and cognitions that associated with the compliance of HH behavior. We thus recommend future intervention studies consider our HH behavior change techniques, address multiple social cognitive determinants of HH behavior and include the change of targeted influences in the impact evaluation. Public Library of Science 2019-05-14 /pmc/articles/PMC6516664/ /pubmed/31086379 http://dx.doi.org/10.1371/journal.pone.0215824 Text en © 2019 Liu et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Liu, Xiaona
Zhao, Zhiguang
Hou, Wanli
Polinder, Suzanne
van Beeck, Ed F.
Zhang, Zhen
Zhou, Yan
Liu, Gang
Xie, Xu
Cheng, Jinquan
Richardus, Jan Hendrik
Erasmus, Vicki
A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title_full A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title_fullStr A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title_full_unstemmed A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title_short A multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in China
title_sort multimodal intervention to improve hand hygiene compliance via social cognitive influences among kindergarten teachers in china
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6516664/
https://www.ncbi.nlm.nih.gov/pubmed/31086379
http://dx.doi.org/10.1371/journal.pone.0215824
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