Factors Influencing HPV Vaccine Use among Racially Diverse Female College Students

Abstract Objective. This study describes Human Papillomavirus (HPV) vaccination rates and possible factors influencing vaccination utilization rates in a diverse population of college women 18-26 years old. Methods. The National College Health Assessment survey provided a large diverse sample size (N=67,762) in which to perform descriptive and binary logistic regression analysis. Demographic characteristics were analyzed as potential barriers to HPV vaccination. Additionally, lack of certain health behaviors were explored as potential barriers to HPV vaccination. Results. In this study, White/non-Hispanic women had a higher HPV vaccination rate when compared to minority women. Binary regression analysis demonstrated that minority women were less likely to receive the HPV vaccine. Women who received a gynecological exam were more likely to receive the vaccine, as were women who had health insurance coverage. Health indicators predictive of receiving the HPV vaccine included receiving the influenza vaccine and not reporting obesity. Furthermore, as the age of the respondents increased, the likelihood of receiving the vaccine decreased. Similarly as the number of reported sexual partners increased the likelihood of receiving the HPV vaccine increased. Conclusion. Advocacy for increased provider visits (i.e., gynecological exams) and other preventive health services (such as influenza vaccine drives) in the female student population could be an opportunity for increased HPV education and vaccination. Realization that minority women in higher education may have lower HPV vaccination rates may be a catalyst for student health departments to explore health promotion activities to benefit these women

Human Papillomavirus: Identifying Vaccination Rates, Barriers, and Information Gathering among College Women Ages 18-26

This dissertation examines vaccination rates for Human Papillomavirus (HPV) among college women 18-26 years of age who participated in the American College Health Association’s National College Assessment (ACHA-NCHA). Utilizing secondary data, this research sought to report HPV vaccination rates among a racially diverse population and to identify potential barriers to vaccination. The ACHA-NCHA survey provided a large sample size (N=68,193) in which to perform a binary logistic regression analysis. Demographic characteristics were analyzed as potential barriers to HPV vaccination. Additionally, lack of certain health behaviors were explored as potential barriers to HPV vaccination. In this study, White/non-Hispanic women had a higher HPV vaccination rate when compared to minority women. The binary regression analysis demonstrated that minority women were less likely to receive the HPV vaccine. Furthermore, it was determined that as the age of the respondents increased, the likelihood of receiving the vaccine decreased. Health behaviors that were predictive of receiving the HPV vaccine included receiving the Hepatitis B and Influenza vaccine, number of sexual partners and receiving sexually transmitted disease information. Women who received a gynecological exam were almost twice as likely to receive the vaccine, as were women who had parental health insurance coverage. One aim of The Affordable Care Act (2010) is to decrease disparities in health care. Drawing attention to potential barriers to HPV vaccination allows policy makers to make informed decisions regarding future activities to reduce disparities. Health promotion activities should be targeted to specific populations in an effort to increase HPV vaccination rates

Perceptions of Clinical Education Preparedness at a Large Urban US University: Is There a Difference Between US-Born and Non-US Born Students?

This research compared three clinical preparedness domains, communication ability, social comfort, and clinical confidence, between US-born and non-US born radiation sciences students. The aim of the study was to determine if there were perceived differences in clinical preparedness between them. Student’s place of birth was found to be an influencing factor in each of the clinical preparedness domains. Informing faculty, clinical instructors, and hospital staff of the perceived differences in clinical education preparedness among non-US born students may serve as a catalyst for instructional change. Educators can then formulate instructional strategies to better prepared non-US born students