Browsing by Author "McNeil, Deborah Ann"

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    An Evaluation of an Online Learning Module to Increase the Confidence and Self-Efficacy of Canadian Healthcare Trainees in Vaccine Communication, Advocacy, and Promotion.
    (2023-06) Doucette, Emily Jayne; Kellner, James Duncan; Constantinescu, Cora-Mihaela; Leal, Jenine Rocha; MacDonnald, Shannon Elizabeth; McNeil, Deborah Ann
    Introduction: Vaccine hesitancy is a significant threat to public health. Healthcare providers (HCPs) are well positioned to address vaccine hesitancy, however there are few accessible and multidisciplinary educational tools available to teach HCPs how to engage in challenging vaccine conversations. Based on this need, virtual simulation games (VSGs) were developed to improve the confidence and self-efficacy of HCP learners to prepare them for future roles in vaccine advocacy, delivery, and promotion. The objectives of this thesis were to 1) evaluate the impact of the VSGs on HCP learners’ confidence and self-efficacy; and 2) explore HCP learners’ previous experiences and qualitatively evaluate the VSGs prior to dissemination. Methods: This study, which utilized a pragmatic sequential embedded mixed-methods design, involved quantitative evaluation of the effectiveness of the VSGs through a pre-post study with 72 HCP learners, followed by qualitative focus groups with a subset of 22 participants. HCP learners in nursing (n=24), pharmacy (n=30), and medicine (n=18) were included from the University of Calgary and the University of Waterloo. Three key themes were identified through pragmatic thematic analysis. Results: No significant differences in baseline confidence and self-efficacy were identified across the three HCP disciplines. Only 54.2% of participants reported previously learning about vaccine communication in their programs. The VSGs significantly improved these attributes in all disciplines (P<0.001). During focus groups, participants expressed 1) their previous education lacked training on holding vaccine conversations, resulting in uncomfortable experiences; 2) the VSGs increased their confidence by providing novel tools and skills; and 3) participants provided feedback to improve the VSGs. Conclusions: This study supports the use of the VSGs as an effective educational tool as HCP learners showed significant improvement in their self-assessed confidence, self-efficacy, and willingness to engage in vaccine conversations. In particular, the VSGs introduced innovative strategies for HCP to initiate these conversations, and participants appreciated the emphasis on resilience and managing emotions. In combination with existing immunization training, these and future VSGs can be designed and implemented to allow HCP to address vaccine hesitancy more effectively to increase vaccine confidence and uptake.
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    ItemOpen Access