Live Prototyping Insights and Recommendations for Adaptation to Binti Shupavu in Kenya
| Insight | Recommendation |
|---|---|
| Girls were interested in the Y-Facility prototype, but they expressed a desire to have these girl-friendly spaces and service delivery moments closer to their communities and wanted them to address more diverse health topics. | Test different adaptations to the Y-Facility model to reach girls in harder-to-reach areas and incorporate additional information on health topics outside of contraception that interest girls (e.g., sexually transmitted infections). |
| Girls wanted to see the providers on their own schedule to receive contraception, which required repeat attendance at the facility to achieve contraceptive uptake. “Let me go think about it then I will come back next week even as I come along with my friend to also attend the sessions.” —Adolescent girl, Migori | Work with providers to be more flexible to girls' preferred timing during individual counseling moments. Continue to refine and strengthen the contraceptive service delivery moment as “opt-out,” so there is the expectation that all girls should speak with the provider during the event, even if it is just to ask questions or learn more. |
| Despite targeting married adolescent girls and teen mothers, other cohorts of girls participated. Inconvenient timing and the need to complete other tasks affected attendance of key audiences, particularly among married adolescent girls. “I was told about the sessions but I have to go wash clothes to get paid because my child depends on me.” —Adolescent girl, Kilifi | Shift mobilization approaches so that girls can participate at a time and day that works for them. Use all available mobilization channels, including phone calls and SMS, where appropriate. |
| Service providers were overwhelmed with a high workload, and service sites were understaffed, resulting in limited time to attend to girls. “I am the only one who provides [family planning] services and I also attend to other patients so I will attend girl sessions if I have cleared the queue.” —Service provider, Narok | Maximize the health service providers' technical expertise but try to task shift some of the role of implementation to other cadres (such as community health volunteers) who could relieve some of the heavy burden on service providers. |
| Girls liked the Binti Shupavu brand but were confused that each of the 3 components had a different name. | Align all components of the intervention so it points in a consolidated way toward the Binti Shupavu brand (e.g., rename Y-Facility to Binti Shupavu Clinic, rename Mastory za Kikwetu to Binti Shupavu Stories). |
| Girls were interested and excited by the skills classes in advance of the community fair. However, the classes were time-consuming for the staff to plan and conduct. “From the lessons received I moved from zero to somewhere. I love coming and meeting my peers who have gone through the same thing, I've realized that [I] am not alone.” —Adolescent girl, Kilifi | Refine the skills sessions based on available resources and scale down the number of classes being provided to maintain girls' interest within the confines of available resources. |
| The Mastory za Kikwetu prototype doubled as a community entry point because 67% of girls were referred to the Y-Facility during live prototyping through the Mastory za Kikwetu sessions. | Initiate Binti Shupavu stories ahead of Binti Shupavu in-clinic sessions to drive community buy-in and mobilization. |
| Girls tended to connect better with youthful mobilizers and community health volunteers. “We prefer the skills session to be conducted by someone youthful to allow us to freely ask questions and express ourselves.” —Adolescent girl, Homabay | Build out the role of youth mentors within the intervention, using the example of Matasa Matan Arewa mentors, Kuwa Mjanja Queens, and other cadres in A360's implementation geographies. |
Abbreviation: SMS, short message service.