Suchergebnisse

Abstract
Understanding factors influencing the adoption of preventive behaviors is crucial in pandemic prevention and control. This study employs the social-ecological model to examine the determinants of preventive actions against COVID-19 in Addis Ababa, Ethiopia. Data from a household survey were analyzed using a linear regression model. The findings indicate a moderate level of preventive behavior adoption among residents. Interpersonal behavior, community norms, and organizational-level factors are identified as significant predictors, while personal and demographic factors have little influence. These results highlight the need for context-specific health interventions, addressing social and structural aspects, to effectively combat COVID-19 in Addis Ababa and similar low- and middle-income settings.

Introduction: Engaging youth as peer educators has yet to be considered to promote literacy concerning conjoint genetic and environmental (G × E) influences on health conditions. Whether youth living in low- and middle-income countries (LMICs) could and would be willing to serve as lay educators of G × E education is unclear. Methods: A cross-sectional survey of youth living in Southern Ethiopia was conducted from August to September 2017. Trained data collectors administered the survey on 377 randomly selected youth who ranged in age from 15 to 24; 52% were female and 95% reported having some formal education. Self-reported willingness and a constructed competency score were assessed. Bivariate analyses tested for factors associated with willingness and competency to serve as lay G × E literacy builders. Results: Competency and willingness were significantly greater (p < 0.05) for youth who were male, had some formal education, and had civic or leadership experience. Differences in median willingness were significant for youth who scored as more competent versus those who scored as less competent (p < 0.001). There were no characteristics that moderated the association of competency with willingness. Conclusion: Youth peer educator programs hold promise for disseminating improved G Χ E literacy and reducing stigma associated with deterministic misunderstandings. Thoughtful recruitment and training strategies will be needed to ensure that the broadest representation of youth in LMIC contexts has the opportunity to serve in this role, particularly girls and those without formal education.