6 research outputs found
PROTOCOL: Exploring education to support vaccine confidence amongst healthcare and longâterm care staff amidst the COVIDâ19 pandemic: A protocol for a living scoping review
Abstract Despite the demonstrated effectiveness of vaccines, varying levels of hesitancy were observed among healthcare and longâterm care workers, who were prioritized in the roll out of COVIDâ19 vaccines due to their high risk of exposure to SARSâCoVâ2 transmission. However, the evidence around the measurable impact of various educational interventions to improve vaccine confidence is limited. The proposed scoping review is intended to explore any emerging research and experiences of delivering educational interventions to improve COVIDâ19 vaccine confidence among health and longâterm care workforces. We aim to identify characteristics of both informal and formal educational interventions delivered during the pandemic to support COVIDâ19 vaccine hesitancy. Using the guidance outlined by the Joanna Briggs Institute, we intend to search five databases including, Ovid MEDLINE and Web of Science, as well as grey literature. We will consider all study designs and reports in an effort to include a breadth of sources to ensure our review will capture preliminary evidence, as well as more exploratory experiences of COVIDâ19 vaccine education delivery. Articles will be screened by three reviewers independently and the data will be charted, and results described narratively
Exploring COVIDâ19 education to support vaccine confidence amongst the general adult population with special considerations for healthcare and longâterm care staff: A scoping review
Abstract Background Despite the demonstrated efficacy of approved COVIDâ19 vaccines, high levels of hesitancy were observed in the first few months of the COVIDâ19 vaccines' rollout. Factors contributing to vaccine hesitancy are wellâdescribed in the literature. Among the various strategies for promoting vaccine confidence, educational interventions provide a foundationally and widely implemented set of approaches for supporting individuals in their vaccine decisions. However, the evidence around the measurable impact of various educational strategies to improve vaccine confidence is limited. We conducted a scoping review with the aim of exploring and characterizing educational interventions delivered during the pandemic to support COVIDâ19 vaccine confidence in adults. Methods We developed a search strategy with a medical information scientist and searched five databases, including Ovid MEDLINE and Web of Science, as well as grey literature. We considered all study designs and reports. Interventions delivered to children or adolescents, interventions on nonâCOVIDâ19 vaccines, as well as national or mass vaccination campaigns without documented interaction(s) between facilitator(s) and a specific audience were excluded. Articles were independently screened by three reviewers. After screening 4602 titles and abstracts and 174 fullâtext articles across two rounds of searches, 22 articles met our inclusion criteria. Ten additional studies were identified through hand searching. Data from included studies were charted and results were described narratively. Results We included 32 studies and synthesized their educational delivery structure, participants (i.e., facilitators and priority audience), and content. Formal, groupâbased presentations were the most common type of educational intervention in the included studies (75%). A third of studies (34%) used multiple strategies, with many formal groupâbased presentations being coupled with additional individualâbased interventions (29%). Given the novelty of the COVIDâ19 vaccines and the unique current context, studies reported personalized conversations, question periods, and addressing misinformation as important components of the educational approaches reviewed. Conclusions Various educational interventions were delivered during the COVIDâ19 pandemic, with many initiatives involving multifaceted interventions utilizing both formal and informal approaches that leveraged community (cultural, religious) partnerships when developing and facilitating COVIDâ19 vaccine education. Trainâtheâtrainer approaches with recognized community members could be of value as trust and personal connections were identified as strong enablers throughout the review