The HANS KAI Project: a community-based approach to improving health and well-being through peer support

Abstract

Introduction HANS KAI is a unique health promotion intervention to improve participants’ health by focussing on interrelated chronic disease prevention behaviours through peer support and strengthening of social support networks. The study objective was to determine the effectiveness of HANS KAI in an urban Canadian setting. Methods We used a mixed methods intervention research design that involved multiple sites from November 2010 to April 2015. Data was obtained from participant surveys as well as in-person interviews at zero, 6, 12 and 24 months. Participants met in groups at least once a month during the research period, to self-monitor health indicators, prepare and share a healthy snack, participate in a physical activity, set a healthy lifestyle goal (optional) and socialize. Results There were statistically significant mental health improvements from pre- to post-program, and 66% of the participants described specific behaviour changes as a result of HANS KAI participation. Additional positive health impacts included peer support; acquiring specific health knowledge; inspiration, motivation or accountability; the empowering effect of monitoring one’s own health indicators; overcoming social isolation and knowing how to better access services. Conclusion The need to identify innovative ways to address chronic disease prevention and management has been the driver for implementing and evaluating HANS KAI. While further research will be required to validate the present findings, it appears that HANS KAI may be an effective approach to create environments that empower community members to support each other while promoting healthy lifestyle choices and detecting early changes in health status.

The Effect of Peer Education on Decision-Making, Smoking-Promoting Factors, Self-Efficacy, Addiction, and Behavior Change in the Process of Quitting Smoking of Young People

“…BCPS scores peak during the smoking quit phase and continue at the same level during the continuation phase. 23 , 25 , 35 , 38 Similarly, in our study BCPS cognitive and behavioral process scores of smoking quit students increased. However, in some studies focused on a computer program, peer, and face to face training, these scores did not relate to the smoking quit rate.…”

“…The most successful behavioral changes occur in individuals who have experienced a relapse to the old behavior an average of three to four times and transition between stages. 35 , 38 , 39 Similarly, in our study 23.4% of the students had tried quitting smoking 3 times, and 16.5% tried 4–5 times. Students who had tried to quit smoking gave up smoking at a higher rate than students who had not tried.…”

“…According to the Transtheoretical Model, as individuals progress in behavior change stages (non-thinking, thinking, preparation, movement, and sustaining), they are expected to increase their decision-making scores in the loss sub-dimension and decrease scores in the benefit sub-dimension. 18–20 , 35–37 Similarly, in our study, compared to students without peer education, the peer education group had a significant effect on quitting smoking and decreasing S-DBS Benefit scores, and increasing S-DBS Loss scores in eight follow-ups ( Table 2 ; Figure 7A and B ). These results show that the effects of counseling, training, and empowerment practices vary according to the theoretical model structure and support progress.…”

“…Individuals acting for change are expected to use behavioral methods (social emancipation, opposing conditioning, strengthening, control of stimuli, and supportive relationships). 20 , 35 , 38 Similarly, in our study, compared to students without peer education, the peer education group had a significant effect on quitting smoking and increasing BCPS behavioral process sub-dimension scores in eight follow-ups ( Table 2 ; Figure 8B ). According to the service delivery (counseling, education, social support, etc.)…”

“…They form positive role models and encourage social learning with their friends. 27–29 , 35 Similarly, in our study, the students in the peer education group according to students without peer education, in eight follow-up sessions, it has a significant effect on quitting smoking, increasing their self-efficacy and reducing smoking-promoting factors ( Table 2 ; Figures 5 and 6 ). In one study, short-term and non-continuous peer education programs did not affect the smoking behavior of young people.…”