Journal Article

Teachers’ Perceptions of the Impact of the COVID-19 Pandemic and Their Implementation of an Evidence-based HIV Prevention Program in the Bahamas

Deveaux, Lynette, Schieber, Elizabeth, Marshall, Sharon, Wang, Bo, Cottrell, Lesley, Li, Xiaoming, Taylor, Marcellus, Adderley, Richard, bes, Nikkiah

2024

Overview

Information on how school-based programs is implemented and sustained during crises is limited. In this study, we assessed the impact of the COVID-19 pandemic on the implementation of a HIV prevention intervention in The Bahamas. Data were collected from 139 Grade 6 teachers in 2021–2022. Teachers attended virtual training and received implementation monitoring from coordinators. On average, teachers taught 26.4 (SD = 9.2) of the 35 core activities, and 7.4 (SD = 2.4) out of 9 sessions. More than half (58.3%) of teachers completed 28 or more core activities; 69.1% covered eight or all nine sessions, which is equivalent to 80% of the HIV intervention curriculum. Almost half of the teachers (43%) reported that the pandemic negatively impacted their ability to teach the program; 72% of teachers maintained that the program remained “very important” during times of crisis. Greater self-efficacy and supports increased implementation fidelity.

• Publisher: Springer Nature B.V
• Subject: Acquired immune deficiency syndrome / AIDS / Coordinators / COVID-19 / Crises / Curricula / Fidelity / HIV / Human immunodeficiency virus / Implementation / Intervention / Learning outcomes / Pandemics / Prevention / Prevention programs / Preventive medicine / Program implementation / Self-efficacy / Students / Teachers