HIPPY for Healthy Home Program: Results of Pre and Post Surveys Addressing Indoor Air Quality Contaminants in Arkansas HomesFerguson Alesia1*, Desiree Burroughs-Ray2 and Simpson Nikiya3
- *Corresponding Author:
- Ferguson Alesia
Department of Occupational and Environmental Health
Fay W. Boozman College of Public Health
University of Arkansas for Medical Sciences (UAMS)
4301 West Markham, slot 820, Little Rock, AR 72205, USA
E-mail: [email protected]
Received date: August 03, 2015 Accepted date: October 01, 2015 Published date: October 15, 2015
Citation: Alesia F, Burroughs-Ray D, Nikiya S (2015) HIPPY for Healthy Home Program: Results of Pre and Post Surveys Addressing Indoor Air Quality Contaminants in Arkansas Homes. J Community Med Health Educ 5:368. doi:10.4172/2161-0711.1000368
Copyright: © 2015 Alesia F, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Background: HIPPY for Healthy Homes is a collaborative program between the University of Arkansas for Medical Sciences’ College of Public Health and the parent involvement, school readiness program called Home Instruction for Parents of Preschool Youngsters (HIPPY) to build capacity for education and knowledge on key hazards in the home.
Methods: Radon, mould, carbon monoxide and indoor irritants for respiratory illnesses (e.g., asthma) and allergies, were identified as important hazards in the home to be addressed by the Arkansas HIPPY program. Program implementation with HIPPY involved an in-class training program for HIPPY coordinators and home-based educators (HBCs and HBEs), development of materials (e.g., brochures, website), and an outreach format to best implement the program. The four-hour in-class training for the HBCs and HBEs combined PowerPoint presentations and group activities, and in the one year training period reached 151 HIPPY HBEs and HBEs in six regions of the State of Arkansas. An online version of the training was later developed for sustained implementation of the program by giving new HIPPY educators the opportunity to learn about these hazards and share with their parents.
Results: This paper reports on the methodologies of the HIPPY for Healthy Homes program and results from a pre- and post-assessments delivered during the in-class training to evaluate knowledge on the key home hazards presented and effectiveness of the training at increasing knowledge for 151 HBEs and HBCs. Potential impact of project methodology on parents in the program receiving and understanding the information and ultimately changing behavior is based on a brief follow-up post assessment of 47 HBEs and HBCs.
Conclusion: This program can offer a useful methodological approach to reach families associated with home based educational program in order to educate them on important home hazards. Areas for improvement and expansion exist.