An Evaluation of an Online Learning Module to Increase the Confidence and Self-Efficacy of Canadian Healthcare Trainees in Vaccine Communication, Advocacy, and Promotion.

Doucette, Emily Jayne

An Evaluation of an Online Learning Module to Increase the Confidence and Self-Efficacy of Canadian Healthcare Trainees in Vaccine Communication, Advocacy, and Promotion.

dc.contributor.advisor	Kellner, James Duncan
dc.contributor.advisor	Constantinescu, Cora-Mihaela
dc.contributor.author	Doucette, Emily Jayne
dc.contributor.committeemember	Leal, Jenine Rocha
dc.contributor.committeemember	MacDonnald, Shannon Elizabeth
dc.contributor.committeemember	McNeil, Deborah Ann
dc.date	2023-11
dc.date.accessioned	2023-07-06T20:13:09Z
dc.date.available	2023-07-06T20:13:09Z
dc.date.issued	2023-06
dc.description.abstract	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.
dc.identifier.citation	Doucette, E. J. (2023). An evaluation of an online learning module to increase the confidence and self-efficacy of Canadian healthcare trainees in vaccine communication, advocacy, and promotion (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/116709
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/41551
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	vaccine education
dc.subject	vaccine hesitancy
dc.subject	vaccine communication
dc.subject	virtual simulation games
dc.subject	mixed-methods evaluation
dc.subject	healthcare learners
dc.subject.classification	Public Health
dc.subject.classification	Medicine and Surgery
dc.subject.classification	Nursing
dc.subject.classification	Pharmacy
dc.subject.classification	Education
dc.title	An Evaluation of an Online Learning Module to Increase the Confidence and Self-Efficacy of Canadian Healthcare Trainees in Vaccine Communication, Advocacy, and Promotion.
dc.type	master thesis
thesis.degree.discipline	Medicine – Medical Sciences
thesis.degree.grantor	University of Calgary
thesis.degree.name	Master of Science (MSc)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.