An explanatory model of peer education within a complex medicines information exchange setting.
Studies of the effectiveness and value of peer education abound, yet there is little theoretical understanding of what lay educators actually do to help their peers. Although different theories have been proposed to explain components of peer education, a more complete explanatory model has not been established empirically that encompasses the many aspects of peer education and how these may operate together. The Australian Seniors Quality Use of Medicines Peer Education Program was developed, in conjunction with community partners, to improve understanding and management of medicines among older people - an Australian and international priority. This research investigated how peer educators facilitated learning about quality use of medicines among older Australians. Participatory action research was undertaken with volunteer peer educators, using a multi-site case study design within eight geographically-defined locations. Qualitative data from 27 participatory meetings with peer educators included transcribed audio recordings and detailed observational and interpretive notes, which were analysed using a grounded theory approach. An explanatory model arising from the data grouped facilitation of peer learning into four broad mechanisms: using educator skills; offering a safe place to learn; pushing for change; and reflecting on self. Peer educators' life experience as older people who have taken medicines was identified as an overarching contributor to peer learning. As lay persons, peer educators understood the potential disempowerment felt when seeking medicines information from health professionals and so were able to provide unique learning experiences that encouraged others to be 'active partners' in their own medicines management. These timely findings are linked to existing education and behaviour change theories, but move beyond these by demonstrating how the different elements of what peer educators do fit together. In-depth examination of peer educators' practice in this context offers potential insights into the practice of lay workers in other related complex health promotion programs.
School of Public Health and Community Medicine, University of New South Wales, Sydney 2052, Australia; National Prescribing Service (now NPS MedicineWise), Level 7, 418A Elizabeth St, Surry Hills, 2010 NSW, Australia. Electronic address: linda.klein@sydney.edu.au.
Linda A
LA
Klein
School of Public Health and Community Medicine, University of New South Wales, Sydney, 2052 NSW, Australia. Electronic address: j.ritchie@unsw.edu.au.
Jan E
JE
Ritchie
School of Public Health and Community Medicine, University of New South Wales, Sydney, 2052 NSW, Australia. Electronic address: s.nathan@unsw.edu.au.
Sally
S
Nathan
National Prescribing Service (now NPS MedicineWise), Level 7, 418A Elizabeth St, Surry Hills, 2010 NSW, Australia. Electronic address: sonia.wutzke@saxinstitute.org.au.
Sonia
S
Wutzke
D000368:Aged; D000369:Aged, 80 and over; D001315:Australia; D004358:Drug Therapy; D006266:Health Education / Q000379:methods*; D066275:Health Information Exchange; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008875:Middle Aged; D017145:Models, Educational; D010379:Peer Group; D036301:Qualitative Research
Adults; Australia; Empowerment; Health promotion; Participatory action research; Peer education; Quality use of medicines; Volunteers