Vaccine Perceptions Among Oregon Health Care Providers, Essay Example

Introduction

For this project, the target population is varied and includes younger and older individuals, as well as minorities and the vulnerable population. In the healthcare field, education is of critical importance and requires a number of elements that contribute to a positive and meaningful approach to diversity and cultural identity. This requires an examination of the different tools and resources that are available to educators in order to effectively promote an environment where change and acceptance are possible, in addition to policies that support inclusion and strength among organizations and groups. Culturally competent education must be achieved and must provide a number of elements that will impact outcomes and generate opportunities for growth among those providing education to others (Perez & Luquis, 2013). Influenza vaccination education requires a specialized approach in order to ensure that patient care outcomes are appropriate and are able to provide a number of elements that will have a lasting impact on outcomes for the group for whom the education is provided.

Body

Influenza vaccinations must be addressed at a societal level in order to effectively promote an environment where this recommendation possesses an approach that is based on effective communication for all members of the target population (Sarnquist et.al, 2013). This is an important requirement for all educators in order to determine the best possible approaches to managing the different elements of vaccination education to facilitate effective decision-making. A diverse approach to vaccination education must be considered because it will impact how communication is conducted and the type of content that is necessary to educate the public, including parents, regarding the importance of vaccinations (Healy & Pickering, 2011). There must be a greater focus on the development of perspectives that will have a positive and lasting impact on diversity and the overall development of new perspectives and outreach activities for individuals. Inaccurate perceptions regarding vaccinations must be eliminated and must reflect a means of examining different ideas that will have a lasting impact on students in this capacity. A greater emphasis on diversity and cultural differences must be considered because it impacts how individuals respond to vaccination education and protocols that will support patient wellbeing. In particular, vaccination education in rural school communities may be approached differently than in urban areas; therefore, a greater emphasis on the need for this strategy and the overall approach to education must also be addressed more closely (Luthy et.al, 2013).

Vaccination education requires a specific approach that will have a lasting impact on outcomes and will enable educators to take the next step towards a universal strategy that may be adaptable to any population group. Preparing to educate others regarding vaccinations is an important reminder of the need to improve education and to promote a stronger and more meaningful approach to education that will positively influence decisions regarding vaccinations that will positively support this process. Most importantly, educators must possess supportive beliefs and attitudes regarding vaccinations and must be able to exercise sound and reasonable judgment in advancing education to prevent disease and to reward patients with a healthier and stronger quality of life (Bean & Catania, 2013). Educators must be able to operate by adopting key principles that will influence patients effectively and reduce the risk of influenza across different age groups.

Although vaccine education programs are each unique and different, they require an examination of different key principles that impact outcomes and that will be insightful in educating patients of all ages, races, and cultures (Caskey, Macario, Johnson, Hamlish, & Alexander, 2013).  It is critical to develop education programs that address a variety of population groups, including minorities, who otherwise may not receive access to these programs and resources (Rujis et.al, 2012). It is imperative to develop a strategic approach that will impact how all persons, regardless of demographic group, are able to receive vaccinations and the manner in which educators are able to meet expectations within healthcare practice.  These factors impact how an organization is able to contribute to vaccination education with protocols that impact behaviors and educational tools that will have a lasting impact on patients across different demographic groups. The ability to expand the uptake of vaccinations within a given group will have an impact on whether or not education will influence these decisions at a high level to improve outcomes for different populations, including the type of vaccinations that are being considered and what is required to improve expectations in how education influences practice decisions (Ward, Chow, & Leask, 2012).

Conclusion

Vaccination education must also embody a means of understanding the dynamics of this method so that patients are able to benefit from influenza-related vaccines, regardless of culture. There must be a universal approach to this practice to support long-term success and achievement in advancing general health and wellbeing. This requires individual educators to aim to achieve success in promoting diversity in vaccination protocols and their reach within specific population groups. There must be a greater emphasis on the development of new programs to improve patient care quality and to recognize that diversity must be recognized and supported by vaccination education for the influenza virus. This will play a critical role in shaping how experts approach vaccinations and what is required to educate the general public in such a way that it will have a positive impact on large groups of people.

References

Bean, S. J., & Catania, J. A. (2013). Vaccine perceptions among Oregon health care providers. Qualitative health research, 23(9), 1251-1266.

Caskey, R. N., Macario, E., Johnson, D. C., Hamlish, T., & Alexander, K. A. (2013). A school-located vaccination adolescent pilot initiative in Chicago: lessons learned. Journal of the Pediatric Infectious Diseases Society, pit001.

Healy, C. M., & Pickering, L. K. (2011). How to communicate with vaccine-hesitant parents. Pediatrics, 127(Supplement 1), S127-S133.

Luthy, K. E., Thornton, E., Beckstrand, R. L., Macintosh, J., & Lakin, R. G. (2013). Rural School Employees’ Status, Awareness, and Perceptions of Adult Vaccinations. The Journal of School Nursing, 29(4), 294-302.

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

Ruijs, W. L., Hautvast, J. L., van Ansem, W. J., Akkermans, R. P., van’t Spijker, K., Hulscher, E., & van der Velden, K. (2012). Measuring vaccination coverage in a hard to reach minority.The European Journal of Public Health,22(3), 359-364.

Sarnquist, C., Sawyer, M., Calvin, K., Mason, W., Blumberg, D., Luther, J., & Maldonado, Y. (2013). Communicating about vaccines and vaccine safety: what are medical residents learning and what do they want to learn?. Journal of Public Health Management and Practice, 19(1), 40-46.

Ward, K., Chow, M. Y. K., King, C., & Leask, J. (2012). Strategies to improve vaccination uptake in Australia, a systematic review of types and effectiveness. Australian and New Zealand Journal of Public Health, 36(4), 369-377.