Evaluating the effect of targeted knowledge sharing on blood donation awareness and practices among secondary school students: A quasi-experimental study in Eastern Uganda

Abstract Introduction: Secondary school going students in Uganda are the biggest source of blood donated, contributing about 95% to the country’s supplies. However, students are hesitant to donate blood due to inadequate knowledge and misinformation. During the COVID 19 lockdown in Uganda, blood stock outs reached a critical level emphasizing the need to build awareness among potential donors. We packaged, shared and evaluated the effect of context appropriate information, education and communication materials on blood donation in order to increase awareness and blood donation practices among secondary school students. Methods: We conducted a single group before and after study among students in four secondary schools in Jinja and Mayuge district. First, we conducted a baseline survey to assess the students’ knowledge, willingness and blood donation practices. We then shared information, education and communication materials both virtually and in print (i.e., videos, blogs and fact sheets) on the different aspects of blood donation with the students. After three months we conducted an end-line survey to determine if there was change in knowledge and practices from baseline to end-line. Data were entered using Microsoft Access and analysed in STATA 14. Results: We included 1,192 students. The proportion of students who were knowledgeable about blood donation significantly increased from 28.3% at the baseline to 42.9% at end-line (X2 p-value = 0.000). However, there was no significant difference in the proportion of students who donated blood at baseline and end-line (23.4% at baseline and 20.4% at end-line, X2 p-value = 0.298). Factors associated with knowledge about blood donation at end-line included level of education [PR=1.37 (1.05, 1.79), p-value = 0.019] and access to internet [PR=1.61 (1.61, 2.24), p-value = 0.004]. Those who knew someone who had ever donated blood were more likely to donate blood at end-line [PR = 4.85 (1.78, 13.19), p-value = 0.002]. Conclusion: Using contextually relevant and age-appropriate ICE materials increases awareness about blood donation in secondary schools. Use of champions (former donors) and appropriate channels for communication such as online platforms and former donors can enhance awareness. A prolonged period of awareness creation and opportunities to donate is required to demonstrate change in donation practices.