Publications by authors named "K F Norr"

Article Synopsis
  • The research focused on an HIV prevention program called Mzake ndi Mzake, which was adapted for community use in rural Malawi to boost condom use among sexually active individuals.
  • The program's effectiveness was assessed over a few years using a stepped wedge design, comparing communities that received the intervention against those that did not.
  • Results showed that the program, led by trained community volunteers, significantly increased both the frequency of condom use and the likelihood of condom use at last intercourse in the communities that participated.
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Background: HIV prevention remains a global priority, especially in sub-Saharan Africa. Our research team previously developed an evidence-based peer group program for HIV prevention called (Friend to Friend). A community-engaged collaboration adapted the program for community ownership and implementation.

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Background: Early behavioral intervention to promote development is recommended as the standard of care for preterm infants, yet is not provided in Malawi. One such intervention is H-HOPE (Hospital to Home: Optimizing the Premature Infant's Environment). In US studies, H-HOPE increased mother-preterm infant responsivity at 6-weeks corrected age (CA).

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Background: HIV prevention knowledge levels are low in sub-Saharan Africa. In our efficacy study, the Mzake ndi Mzake (Friend-to-Friend; hereafter Mzake) 6-session peer group intervention, delivered by health workers, improved HIV prevention knowledge and other outcomes in Malawi. To expand HIV prevention approaches, this implementation study tested whether the intervention remained effective when implemented by trained community volunteers.

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The positive effects of the CenteringPregnancy group antenatal care (ANC) model on perinatal outcomes in the United States has led to its adaptation and implementation in many low- and middle-income countries. Facilitative discussions are a core component of this group ANC model. Facilitator training lays a critical foundation for delivery of this paradigm-shifting model as practitioners learn to adapt their approach to health education from didactive to facilitative.

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