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<a target="_blank" rel="noopener" href="https://fatcat.wiki/container/u4k6gfb6nncyfg3hvo3dvjo2ay" style="color: black;">Online Journal of Public Health Informatics</a>
Objective: School-based sexual health education interventions can reach young people of diverse backgrounds and equip them with knowledge and skills for protecting themselves against HIV/AIDS, unwanted pregnancies, and live healthy and responsible lives. However, given that school-based sexual health education intervention are health projects implemented in educational settings, variety of social and institutional issues can present challenges. This study aimed to obtain rich insights into the<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.5210/ojphi.v5i2.4654">doi:10.5210/ojphi.v5i2.4654</a> <a target="_blank" rel="external noopener" href="https://www.ncbi.nlm.nih.gov/pubmed/23923098">pmid:23923098</a> <a target="_blank" rel="external noopener" href="https://pubmed.ncbi.nlm.nih.gov/PMC3733757/">pmcid:PMC3733757</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/of5z4o6q6fdcjmkxlisk2dgvly">fatcat:of5z4o6q6fdcjmkxlisk2dgvly</a> </span>
more »... acilitating or inhibiting mediators for the implementation of a schoolbased sexual health education intervention in Uganda. Method: This study conducted 16 qualitative interviews to investigate the mediators for the implementation of the school-based sexual health education intervention based on experiences of two Ugandan schools: the school which successfully completed the implementation of the intervention, and the school which abandoned the intervention half-way the implementation. Results: Rather than the technological aspects, results indicate that the implementation was strongly influenced by interplay of social and institutional mediators, which were more favourable in the "successful" school than in the "failure school". These mediators were: perceived students' vulnerability to HIV and unwanted pregnancies; teachers' skills and willingness to deliver the intervention, management support; match with routine workflow, social-cultural and religious compatibility, and stakeholder involvement. Conclusion: Rather than focusing exclusively on technological aspects, experiences from this evaluation suggest the urgent need to also create social, institutional, and religious climate which are supportive of school-based computer-assisted sexual health education. Evidence-based recommendations are provided, which can guide potential replications, improvements, and policy formulation in subsequent school-based sexual health education interventions. OJPHI the themes the emerged from the CIS manifest themselves in AIS. Particularly, after formulating an initial framework of influences for the successful implementation of the intervention from findings of the CIS, I was keen to investigate how the identified influences manifested themselves in an opposite case where the implementation of the intervention was abandoned. Generally, given that the intervention in the AIS was abandoned half-way through its implementation, exploring this case created an opportunity to compare its abandoned story with the successful story in the CIS.
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