Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools.
In-person structured observation is considered the best approach for measuring hand hygiene behavior, yet is expensive, time consuming, and may alter behavior. Video surveillance could be a useful tool for objectively monitoring hand hygiene behavior if validated against current methods.Student hand...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2014-01-01
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| Series: | PLoS ONE |
| Online Access: | http://europepmc.org/articles/PMC3968003?pdf=render |
| _version_ | 1818034599654064128 |
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| author | Amy J Pickering Annalise G Blum Robert F Breiman Pavani K Ram Jennifer Davis |
| author_facet | Amy J Pickering Annalise G Blum Robert F Breiman Pavani K Ram Jennifer Davis |
| author_sort | Amy J Pickering |
| collection | DOAJ |
| description | In-person structured observation is considered the best approach for measuring hand hygiene behavior, yet is expensive, time consuming, and may alter behavior. Video surveillance could be a useful tool for objectively monitoring hand hygiene behavior if validated against current methods.Student hand cleaning behavior was monitored with video surveillance and in-person structured observation, both simultaneously and separately, at four primary schools in urban Kenya over a study period of 8 weeks.Video surveillance and in-person observation captured similar rates of hand cleaning (absolute difference <5%, p = 0.74). Video surveillance documented higher hand cleaning rates (71%) when at least one other person was present at the hand cleaning station, compared to when a student was alone (48%; rate ratio = 1.14 [95% CI 1.01-1.28]). Students increased hand cleaning rates during simultaneous video and in-person monitoring as compared to single-method monitoring, suggesting reactivity to each method of monitoring. This trend was documented at schools receiving a handwashing with soap intervention, but not at schools receiving a sanitizer intervention.Video surveillance of hand hygiene behavior yields results comparable to in-person observation among schools in a resource-constrained setting. Video surveillance also has certain advantages over in-person observation, including rapid data processing and the capability to capture new behavioral insights. Peer influence can significantly improve student hand cleaning behavior and, when possible, should be exploited in the design and implementation of school hand hygiene programs. |
| first_indexed | 2024-12-10T06:41:44Z |
| format | Article |
| id | doaj.art-c4e99b97ac624423ad76d0e4c1b3dbaf |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-12-10T06:41:44Z |
| publishDate | 2014-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-c4e99b97ac624423ad76d0e4c1b3dbaf2022-12-22T01:58:46ZengPublic Library of Science (PLoS)PLoS ONE1932-62032014-01-0193e9257110.1371/journal.pone.0092571Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools.Amy J PickeringAnnalise G BlumRobert F BreimanPavani K RamJennifer DavisIn-person structured observation is considered the best approach for measuring hand hygiene behavior, yet is expensive, time consuming, and may alter behavior. Video surveillance could be a useful tool for objectively monitoring hand hygiene behavior if validated against current methods.Student hand cleaning behavior was monitored with video surveillance and in-person structured observation, both simultaneously and separately, at four primary schools in urban Kenya over a study period of 8 weeks.Video surveillance and in-person observation captured similar rates of hand cleaning (absolute difference <5%, p = 0.74). Video surveillance documented higher hand cleaning rates (71%) when at least one other person was present at the hand cleaning station, compared to when a student was alone (48%; rate ratio = 1.14 [95% CI 1.01-1.28]). Students increased hand cleaning rates during simultaneous video and in-person monitoring as compared to single-method monitoring, suggesting reactivity to each method of monitoring. This trend was documented at schools receiving a handwashing with soap intervention, but not at schools receiving a sanitizer intervention.Video surveillance of hand hygiene behavior yields results comparable to in-person observation among schools in a resource-constrained setting. Video surveillance also has certain advantages over in-person observation, including rapid data processing and the capability to capture new behavioral insights. Peer influence can significantly improve student hand cleaning behavior and, when possible, should be exploited in the design and implementation of school hand hygiene programs.http://europepmc.org/articles/PMC3968003?pdf=render |
| spellingShingle | Amy J Pickering Annalise G Blum Robert F Breiman Pavani K Ram Jennifer Davis Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. PLoS ONE |
| title | Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. |
| title_full | Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. |
| title_fullStr | Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. |
| title_full_unstemmed | Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. |
| title_short | Video surveillance captures student hand hygiene behavior, reactivity to observation, and peer influence in Kenyan primary schools. |
| title_sort | video surveillance captures student hand hygiene behavior reactivity to observation and peer influence in kenyan primary schools |
| url | http://europepmc.org/articles/PMC3968003?pdf=render |
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