Vaccination and Vaccine Coverage, Coursework Example

Introduction

Identifying the target audience is the first step in the development of a program that will provide education and insight into the chosen subject area and will support the knowledge base. This reflects a need for individuals to be proactive in their efforts to improve outcomes and to recognize the significance of the team environment in addressing diversity within the target population. The proposed educational endeavor must emphasize any disparities that exist and should be proactive in aiming to reduce these disparities as much as possible. This is best accomplished through the creation of an environment where there are potential benefits to promoting diversity and recognizing its value within the educational endeavor and within the team setting. This also reflects a greater need to emphasize the continued growth and development of the practice environment and to determine how the team will respond to diversity at a high level to educate the target audience with a successful strategy in place.

Body

Diversity within the target audience includes individuals with disabilities, those who possess chronic diseases, those without economic stability, minorities, and those with language barriers, among others. These circumstances reflect a need to further evaluate the conditions under which the team is able to contribute at a high level and is able to make the most of the circumstances that are present. Since influenza vaccination education is a form of health promotion, it requires the continued growth and development of factors that will positively impact outcomes and that will promote a high degree of cultural competency among team members to bring the best possible outcomes to the intervention (Perez & Luquis, 2013). There must be a greater focus on the ability of diversity to serve as a benefit for the team rather than a deterrent, and this is best accomplished through the efforts that are made to improve the knowledge of the target audience as provided by team members (Perez & Luquis, 2013).

The identification of different factors that are likely to improve health education will go a long way in transforming the group and its overall ability to be effective in working towards mutually beneficial solutions for the target audience, and this requires a strategic approach that emphasizes knowledge and follow-through as critical to this process (Bartholomew et.al, 2011). The team environment must focus on the development of new factors that will impact outcomes and that will demonstrate a means of encouraging diversity to improve the educational intervention and related outcomes.  Vaccine education must also possess a diverse approach due to the diversity of the target audience and the overall development of perspectives that will impact the target population in a positive manner.

Vaccination education requires an examination of the different cultures that may fall into the target population and to recognize that language expertise may be required for groups such as Hispanics in order to promote an increase in the use of these tools (Cohen et.al, 2012). Therefore, it is important to demonstrate how the team is able to contribute to this discussion and to address the challenges of vaccination education in meeting the expectations of the group. Influenza vaccinations must be encouraged by the team and must provide a number of elements from which knowledge and information will be shared to improve the ability of the target audience to receive these vaccinations in a timely manner.

The priorities of different groups must also be considered as part of an emphasis on diversity, particularly in recognizing the priorities of different racial and ethnic groups in order to determine what steps are required to ensure that the team is prepared to convince the target population that influenza vaccinations are a good idea (Benjamin, 2014). Vaccination efforts must be increased as necessary in order to educate many different types of population groups regarding the impact of these vaccines on human health and wellbeing. This is best accomplished by using a framework that will provide further evidence to support the needs of the patient population and to demonstrate that the educational endeavor is focused on these priorities at all times on a consistent basis. Within the team dynamic, there must be a greater focus on the aspects of education that will encourage diversity and overcome any obstacles that exist within this realm. Within this context, team members must be able to share their experiences in order to educate the target audience and to provide them with the tools that are required to make informed decisions regarding vaccinations (Quinn, 2014). From this perspective, it is possible for the team to be effective in this capacity by recognizing any barriers that exist and to aim to reduce these barriers and to improve the outcomes of the intervention and expand influenza vaccinations (Naleway et.al, 2014).

Conclusion

The factors that are associated with diversity within the team environment support the continued growth of the educational intervention and how it impacts target populations. There must be a significant emphasis on the development of new factors that will impact the target populations at a high level and that will encourage diversity among these groups. The focus must be on expanding diversity and on the development of new factors that will positively impact the team and its objectives. The level of diversity within the team is also a factor in supporting a well-rounded educational experience that will have a lasting impact on the team and its overall objectives. Once these needs are satisfied, it is possible for the team to optimize its ability to be effective in sharing an important message and in performing outreach for the intended target populations.

References

Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernandez, M. E. (2011). Planning health promotion programs: an intervention mapping approach. John Wiley & Sons.

Benjamin, E. (2014, November). Understanding influenza and influenza vaccination as health priorities among Black and Latino older adults using Q methodology. In 142nd APHA Annual Meeting and Exposition (November 15-November 19, 2014). APHA.

Cohen, B., Ferng, Y. H., Wong-McLoughlin, J., Jia, H., Morse, S. S., & Larson, E. L. (2012). Predictors of flu vaccination among urban Hispanic children and adults. Journal of epidemiology and community health, 66(3), 204-209.

Naleway, A. L., Henkle, E. M., Ball, S., Bozeman, S., Gaglani, M. J., Kennedy, E. D., & Thompson, M. G. (2014). Barriers and facilitators to influenza vaccination and vaccine coverage in a cohort of health care personnel.American journal of infection control, 42(4), 371-375.

Pérez, M. A., & Luquis, R. R. (2013). Cultural competence in health education and health promotion. John Wiley & Sons.

Quinn, G. (2014). Nurses’ experiences of the seasonal influenza vaccine in residential care. British Journal of Nursing, 23(17), 942-948.