Scholarlink

Objective <p>To explore the school teachers' perspectives on factors affecting the implementation of National Iron Plus Initiative (NIPI).</p> Methods <p>A qualitative participatory study was conducted in six schools in rural areas of Telangana, involving free listing, pile sorting, and force field analysis. Analysis included frequency calculations, multidimensional scaling, hierarchical cluster analysis, and thematic analysis.</p> Results <p>Fifty four teachers participated; 25 barriers and 14 enablers were identified. Key barriers included lack of education and health literacy, negative attitudes, lack of faith in public services, and unhygienic practices. Major enablers were school-based anemia-related activities, government awareness programs, and programmatic interventions. Force field analysis revealed attitudes and awareness gaps as significant barriers, while school-based activities emerged as the primary enabler.</p> Conclusion <p>School-based interventions, addressing attitudinal and educational barriers, and adopting a holistic approach are crucial for effective anemia prevention in rural settings.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

School Teachers' Perspectives on National Iron Plus Initiative Implementation: A Qualitative Study

  • 期刊论文

  • 发表日期：

    2025年4月2日

查看全文
  • Kumar Guru Mishra,
  • Nabnita Patnaik,
  • Nihar Ranjan Pradhan

摘要

Objective

To explore the school teachers' perspectives on factors affecting the implementation of National Iron Plus Initiative (NIPI).

Methods

A qualitative participatory study was conducted in six schools in rural areas of Telangana, involving free listing, pile sorting, and force field analysis. Analysis included frequency calculations, multidimensional scaling, hierarchical cluster analysis, and thematic analysis.

Results

Fifty four teachers participated; 25 barriers and 14 enablers were identified. Key barriers included lack of education and health literacy, negative attitudes, lack of faith in public services, and unhygienic practices. Major enablers were school-based anemia-related activities, government awareness programs, and programmatic interventions. Force field analysis revealed attitudes and awareness gaps as significant barriers, while school-based activities emerged as the primary enabler.

Conclusion

School-based interventions, addressing attitudinal and educational barriers, and adopting a holistic approach are crucial for effective anemia prevention in rural settings.