Determinants (Theory Based Change Methods and Messages) | Program Materials, Practical Applications, and Delivery | |||||
---|---|---|---|---|---|---|
Community Introductions (Durbars) | Videotaped Drama | Audiotape | Mobile Van | CHW training and protocol | Health Care Provider Orientation | |
PARENTS AND CAREGIVERS COMPONENTS | Â | |||||
Perceived Severity (Role Models, Persuasion, Instruction: fever can be a sign of severe illness – malaria and pneumonia and other illnesses) | √ | √ | √ | √ |  |  |
Attitudes (Modeling, arguments, persuasion: Take a child with fever immediately to the CHW. This can keep your child from dying). | √ | √ | √ | √ |  |  |
Subjective Norms (Role models, Persuasion: Husbands encourage your wives to take child with fever to CHW promptly) | √ | √ | √ | √ |  |  |
Knowledge (Modeling, information: CHWs are friendly) | √ | √ | √ | √ |  |  |
Perceived behavioral control/Skills What to do and how to do it (Modeling, information: Sponge child with fever, give paracetamol (if available) and take child immediately to CHW) | √ | √ | √ | √ |  |  |
Reinforcement (modeling, vicarious reinforcement, feedback: New drug from CHW is powerful, and it is free. friends and neighbors take child with fever to CHW for treatment) | √ | √ | √ | √ |  |  |
COMMUNITY MEMBERS | Â | |||||
Perceived Severity (Role Models, Persuasion, Instruction: fever can be a sign of severe illness – malaria, pneumonia and other illnesses) | √ | √ | √ | √ |  |  |
Attitudes (Modeling, arguments, persuasion: family members and neighbours encourage /support caregivers to take child with fever to CHW) | √ | √ | √ | √ |  |  |
Reinforcement (modeling, vicarious reinforcement, persuasion: CHWs work is voluntary, please show appreciation for services) | √ | √ | √ | √ |  |  |
COMMUNITY HEALTH WORKERS | Â | |||||
Reinforcement (Modeling, instruction: Sequence of CHW being appropriate with rewarding behaviour) |  | √ |  |  | √ |  |
Outcome Expectations( modeling, instruction: Caregivers will come to CHW if they are friendly in their approach) | √ |  |  |  | √ |  |
Subjective norms (Modeling, information: Health Care Providers, project staff and community members recognise the CHW role in the community to be one of respect) | √ | √ |  |  | √ |  |
Skills/Self-efficacy(modeling, information: skills training, information: CHWs are well trained to assess sick child) | √ | √ |  |  | √ |  |
Perceived severity (Modeling, instruction: child with fever can die if action is not taken promptly for fever) | √ | √ |  |  | √ |  |
Knowledge (Modeling, Information: CHW role in the community can help the children stay healthy and survive) | √ | √ |  |  | √ |  |
PROFESSIONAL HEALTH CARE PROVIDERS | Â | |||||
Attitudes (information, discussion, modeling: The role of CHWs in community management of fevers is important) |  |  |  |  |  | √ |
Self-efficacy (Information, Modeling: Health care workers are knowledgeable and self-efficacious professionals in working with CHWs in treating child with fever) |  |  |  |  |  | √ |
Reinforcement (Information, Modeling: Health care workers praise caregivers in responding promptly to referral by CHWs) |  |  |  |  |  | √ |
Knowledge (information, discussion: Health care workers discuss problems encountered in the work of CHWs that are not resolved during support visits, with project staff) |  |  |  |  |  | √ |