Email this article 
Leprosy Health Promotion during COVID-19 Pandemic in Indonesia
https://doi.org/10.22146/jcoemph.71769 Tri Rahayu(1*), Anindita Wicitra(2), Yeni Dwi Lestari(3), Yunia Irawati(4), Anna Puspitasari Bani(5), Gitalisa Andayani(6), Made Susiyanti(7), Hisar Daniel(8), Sitha Anisa Puspitasari(9)
(1) Universitas Indonesia
(2) Universitas Indonesia
(3) Universitas Indonesia
(4)
(5) Universitas Indonesia
(6) Universitas Indonesia
(7) Universitas Indonesia
(8) Universitas Indonesia
(9)
(*) Corresponding Author
Abstract
Introduction: The COVID-19 pandemic has forced many conventional -face-to-face health promotion events to be conducted in an adaptive manner to keep healthcare in promotion, prevention, and even curative measures delivered to healthcare providers and patients. The same applies to leprosy, where Indonesia is still ranked as the third largest country with leprosy burden. This study aims to give rise to newer methods of health promotion on leprosy during this COVID-19 pandemic. Methods: Online training and case presentation workshop in the form of a KATAMATAKU webinar [MOU1] and live streaming via YouTube were held in August 2020. There were 120 general practitioners, 30 nurses, and 35 healthcare providers who registered and joined this event.[MOU2] Pre- and post-test [MOU3] were conducted to evaluate the participants' knowledge about the topics lectured during this training[MOU4] . Pre- and post-test were conducted using an online form, and all participants needed to answer several questions from each session. Participants were evaluated before the webinar began and after all sessions. We assessed the different scores from the pre- and post-test. Results: In the general practitioner group, median scores were 68 (27 – 95) and 82 (50 – 100) for pre- and post-test scores, respectively, with a mean difference between post and pre-test of 14.23+9.72. In nurses and other health care providers, the median for the pre-test score was 56 (22-89), and the post-test was 72 (39 – 100), with a mean difference between the post and pre-test of 18.93+10.27. Conclusion: In the pandemic situation, online seminars can be chosen as an effective method for health promotion to increase health care provider's knowledge. Pre- and post-test can be performed to evaluate participant's knowledge after the training. Regular training using online methods can be held in order to maintain participants' knowledge. We hope it can impact all health providers to continue their participation in the management of leprosy.
Keywords
Full Text:
PDFReferences
1. Smith DS, Riopelle JC, Owah JO. Leprosy [Internet]. Medscape; 2023 Apr [cited 2023 May 1]. Available from: https://emedicine.medscape.com/article/220455-overview
2. World Health Organization. Towards zero leprosy: global leprosy (Hansen’s disease) strategy 2021–2030. 2021(1); p.20
3. Belachew WA, Naafs B. Position statement: LEPROSY: Diagnosis, treatment and follow-up. J Eur Acad Dermatology Venereol. 2019;33(7):1205–13
4. Grzybowski A, Nita M, Virmond M. Ocular leprosy. Clin Dermatol. 2015;33(1):79–89
5. Prakoeswa FRS, Sutrisna EM. Leprosy: an overview of epidemiology and risk factor in Indonesia. Bio Innov. 2017;6(6):991–5
6. Irawati Y, Lestari YD, Bani AP, Menaldi SL, Wahyuni LK, Kurniawardhani DR. Health care service for leprosy patients in Sitanala Tangerang (A proposed approach of comprehensive health care for leprosy patient). ASEAN J Commun Engagem. 2018;2(2): 281–97
7. Pusat Data dan Informasi Kementerian Kesehatan RI. InfoDATIN: Hapuskan stigma dan diskriminasi terhadap kusta. 2018
8. Irawati Y, Bani AP, Gabriella K, Fitriana A, Paramita C, Susiyanti M, et al. Peek Acuity vs Snellen Chart for visual impairment screening in leprosy : a cross-sectional study. Lepr Rev. 2020;262–73
9. Malik ANJ, Morris RW, Ffytche TJ. The prevalence of ocular complications in leprosy patients seen in the United Kingdom over a period of 21 years. Eye. 2011;25(6):740-5
10. Van-Brakel WH, Sihombing B, Djarir H, Beise K, Kusumawardhani L, Yulihane R, et al. Disability in people affected by leprosy: the role of impairment, activity, social participation, stigma and discrimination. Glob Health Action. 2012;5(1):18394
11. Habib F, Tanveer S, George A, Durrani M, Yunus S, Kamal M, et al. Effect of health education on leprosy patients. Biomedica. 2007;23:83–7
12. Raju MS, Rao PSS, Mutatkar RK. A study on community-based approaches to reduce leprosy stigma in India. Indian J Lepr. 2008;80(3):267–73
13. Black AT, Clauson M, Fraser S. Nursing education and research rounds: evaluation of a webinar-based education strategy to engage nurses and support practice. J Nurses Prof Dev. 2013;29(5):249–54
14. Curran-Smith J, Best S. An experience with an online learning environment to support a change in practice in an emergency department. Comput Inform Nurs. 2004;22(2):107–10
15. Chiswell M, Smissen A, Ugalde A, Lawson D, Whiffen R, Brockington S, et al. Using webinars for the education of health professionals and people affected by cancer: processes and evaluation. J Cancer Educ. 2018;33(3):583–91
16. Clinical Oncology Society of Australia. Terms of reference: COSA teleoncology guidelines Working Group. 2014
17. Verma A, Singh A. Webinar – Education through digital collaboration. J Emerg Technol Web Intell. 2010;2(2):131–6
18. Alam TGMR. Comparative analysis between pre-test/post-test model and post-test-only model in achieving the learning outcomes. Pak J Ophthalmol. 2019;35(1):4–8
19. Volery T, Lord D. Critical success factors in online education. Int J Educ Manag. 2000; 216–23
20. Bradbury NA. Attention span during lectures: 8 seconds, 10 minutes, or more?. Adv Physiol Educ. 2016;40(4):509–13
21. Chen, LL. A model for effective online instructional design. Literacy Information and Computer Education Journal. 2016;6(2):1–7
DOI: https://doi.org/10.22146/jcoemph.71769
Article Metrics
Abstract views : 1379
| 
views : 719
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Journal of Community Empowerment for Health
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.