Immunization and child health materials development guide pdf

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Appendix 1 Topic Guide for Focus Group Discussion With Injection Consumers Rapid Assessment of Public Perceptions of Injections and Private-Sector Injection Practices in Central Nepal A. Introduction and Warm-up Spend five to ten minutes in warming up the group. Put them at ease. 1. Moderator’s Opening Describe what a focus group is—an opportunity to get together and discuss your thoughts and feelings about a particular topic. • Explain the purpose of the group: We will be discussing some aspects of health and would like your reactions. • Explain that they should feel free to give their frank opinions. • Assure the group that this session is for research purposes only. All comments will be kept confidential and will be used only for research. • Explain that it is an opportunity to share ideas. It is not a test, so there are no right or wrong answers. All comments, both positive and negative, are valuable. • Create trust and security among the participants: We are like brothers and sisters. 2. Warm-up Questions Introduce the team—the moderator and recorder—and provide warm-up information. Ask the participants to introduce themselves. Collect basic demographic and other information on them such as name, age, sex, caste, education, and occupation. B. Common Health Problems and Treatment Practices 1. What kinds of health problems are most common in this community? 2. What treatments are given for these problems? Probe for injections, oral, and other therapies. 3. Where do people in this community go for treatment of these health problems? Probe for all types of providers such as health posts, hospitals, private clinics, pharmacies, baidyas, and faith healers. 4. How and why do you choose specific treatment providers? C. Knowledge, Attitude, and Practices about Injection 1. How do you determine if a treatment is effective? 2. Are there any specific diseases or symptoms for which injections are most effective? If yes, which ones? What tells you that? 3. Where can people in this area get injections? If other than a government health post or hospital, why do they choose to go to that place? 4. When was the last time you or your family members got an injection? What was it for? Who gave it? Where? Why did you get the injection there instead of someplace else? Are there any other places nearby to get injections? Page 104
5. In your opinion, when people seek health care, how often do they receive injections: always, most of the time, or only sometimes? What are some of the reasons for this? 6. What do you think of receiving an injection? Probe for its reason: good, bad, or problem. What makes you feel that way? 7. Are injections popular in the area? Why? How did you form that opinion? Probe for health education providers, source of health education, experience. 8. How do the direct costs—the provider fee, for instance, and the indirect costs—such as cost of travel to the provider, of injections compare to the cost of other types of therapy? 9. If injections are more expensive, do people still demand or prefer them? Probe for why people prefer injections; for instance, perceptions of injections being a quicker cure and, therefore, worth more money and effort. 10. How do you think injection prescribers decide on whether or not to give an injection? Probe for people’s perception of the providers’ therapeutic rationale. 11. In what situations do patients request injections? Probe for reasons. 12. In what situations should patients not get injections? Probe for reasons and how they know about them. D. Problems and Solutions 1. What types of risks are associated with injections or circumstances where injections should not be given? 2. Have you ever heard of people in the area having health problems resulting from injections? If yes, what kinds of problems? What could be done to prevent these problems? 3. How often do people in this area receive too many or unnecessary injections? What makes you feel they are unnecessary? In what situations are such injections received or provided? 4. In your opinion, what types of injections are unsafe? Can you talk more about that? 5. How often do people in this area receive unsafe injections? Why do you think they are unsafe? In what situations are such injections received or provided? 6. What could be done to prevent these problems of unsafe and unnecessary injections? How? 7. Aside from immunizations, are there differences in men, women, and children receiving injections? Probe for differences in prescribing patterns and perceived gender- or age-based reactions to injections. 8. Do you, or other people, ever keep your own, personal injection equipment for use in health facilities or at home? If yes, why do you have your own equipment? Where did you obtain it? How do you clean it after use? 9. Who provides injections at home, if required? Ask if participants provide injections at home. Can you show how you give the injection and how you clean the equipment? 10. What happens to syringes and needles after they have been used and discarded? Probe for disposal process. 11. What types of problems could occur due to the used and discarded syringes and needles? Probe for problems and examples. 12. What could be done to prevent these problems? Probe for what should be done, who should do it, and why it was not done. Page 105
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
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THE CREATIVE BRIEF 3 A creative bri
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Figure 1. Sample Materials Developm
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Step 2. Identify and Study Your Aud
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• Fieldworkers, traditional birth
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2. Define Your Audience by Stages o
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B. Determine Informational Needs of
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2. Decide Which Method Best Meets Y
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In-Depth: Effective Qualitative Res
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• Ask participants to imagine som
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Figure 11. Principles of Question D
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Figure 12. Tips for the Facilitator
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Figure 14. Example of Organizing FG
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immunization. Make sure the questio
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3. Identify Patterns. As the facili
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SUMMARY OF FOCUS GROUP PHASES Phase
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Figure 17. Organizing Your Notes 22
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Step 3. Develop Messages
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A meeting with policy-makers may be
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Figure 18. Guidelines for Designing
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Step 4. Create Draft Materials Keep
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The artist can prepare more than on
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C. Video Materials Producing a vide
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VIDEO Same expert demonstrates Solo
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Special Advantages of the Web. The
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• Easy to Create. A single person
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MAKE AN INTERACTIVE, “BRANCHING
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- Get Outside Help, If You Need It.
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Step 5. Pretest and Revise Draft Ma
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B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
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Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 92 and 93: Figure 35. Pretesting Pattern for O
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
Page 116 and 117: References AIDSCAP. How to Conduct
Page 118 and 119: Glossary of Acronyms AIDSCAP BCC BD
Page 120 and 121: PATH (Program for Appropriate Techn
Page 122 and 123: Appendices
Page 126 and 127: E. Closure 1. Review any patterns o
Page 128 and 129: Appendix 3 SMOG Readability Formula
Page 130 and 131: Leave Plenty of White Space. This m
Page 132 and 133: Use Simple Illustrations. Avoid ext
Page 134 and 135: Use Appropriate Illustrative Styles
Page 136 and 137: Appendix 5 Hiring Experts If you ha
Page 138 and 139: Sample Letter January 25, 2001 Dire
Page 140 and 141: Appendix 7 Video Camera Directions,
Page 142 and 143: 22. Titles: (a) Cards, film, slides
Page 144 and 145: ⇑ Clearly identify steps in a tec
Page 146 and 147: Appendix 10 Sample Questions for Pr
Page 148 and 149: Appendix 12 Pretest Data Sheet Pret
Page 150 and 151: Appendix 14 Group Pretest Answer Sh
Page 152 and 153: Appendix 16 Radio and Video Pretest
Page 154 and 155: Appendix 18 Evaluation Form Evaluat
Page 158 and 159: 6. What was most useful about the G
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