Table 3 Process evaluation methods
Informant | Method | Data collected | Time point |
|---|---|---|---|
Peer supporter (PS) | Register | Training attendance | PS training days |
Questionnaire | Quantitative and qualitative feedback about training enjoyment, activities, ability to prepare girls to peer support and trainer autonomy support | Post two-day and top-up PS training | |
Questionnaire | Quantitative and qualitative feedback regarding the types, frequency and extent of support given to peers | Week 5 and 10 of intervention | |
Focus groups | Thoughts on the PS training (and trainers), on their role as a peer supporter (enjoyment, successes, challenges, impact), and PS actions | Post intervention | |
Trainer | Questionnaire | Quantitative ratings about the PS training arrangements, objective fulfilment and PS engagement | Post two-day and top-up PS training |
Training observation | Observations on PS training logistics, PS engagement, intervention fidelity and trainer style | PS training days | |
Semi-structured interviews | Feedback about the train-the-trainers, delivery of PS training and improvements | Post top-up PS training | |
Non-peer supporter | Questionnaire | Intervention schools only – contact with PS and its perceived impact | T1 |
Focus groups | Awareness of PLAN-A, thoughts on the PS, and perceived impact (did they talk to a PS? If so, did it help them change their behaviour?) | Post intervention | |
School contact | Semi-structured interview | Level of involvement with the study, data collection arrangements, intervention implementation, potential impact and sustainability | Post intervention |
Public health commissioners | Semi-structured interview | Advice about sustainability and dissemination, funding and roll-out | Post intervention |