Frontline Experiences in Responding to Health Misinformation: Perspectives of Health Educators in Lagos State, Nigeria

Abstract Introduction The rapid spread of health misinformation presents a growing challenge for public health systems worldwide. Misinformation can undermine public trust, influence health behaviours, and reduce the effectiveness of health interventions. Frontline health educators working within primary health care systems play a critical role in addressing misinformation through community engagement and health communication activities. However, limited evidence exists on their experiences in responding to health misinformation in community settings, particularly in low- and middle-income countries. This study explores the experiences of primary health care health educators in responding to health misinformation within communities in Lagos State, Nigeria. Methods A qualitative descriptive study was conducted among primary health care health educators across selected districts in Lagos State. Participants were purposively selected based on their involvement in community health promotion and engagement activities. Data were collected through key informant interviews and focus group discussions using semi-structured interview guides. A total of 56 participants took part in the study. Interviews and discussions were audio-recorded, transcribed verbatim, and analysed using thematic analysis supported by NVivo software. Codes were developed inductively and organized into categories and themes reflecting participants’ experiences with health misinformation. Results Five major themes emerged from the analysis. Health educators reported frequently encountering misinformation related to vaccines, disease causation, and treatment practices. Social media platforms, particularly WhatsApp, interpersonal communication networks, and cultural or religious interpretations of illness were identified as major sources of misinformation. Participants described several challenges in addressing misinformation, including community resistance to corrective information, distrust toward official health messages, and the rapid spread of rumours through digital and social networks. Health educators employed various strategies to respond to misinformation, including community dialogue, simplified communication approaches, engagement with community leaders, and repeated outreach activities. However, many participants reported limited formal training in misinformation management and highlighted the need for additional capacity-building. Conclusions Frontline health educators play a critical role in identifying and addressing health misinformation within communities. Strengthening their capacity through targeted training, communication tools, and institutional support can enhance public health responses to misinformation and improve community trust in health information.