Heather Owens, Ellen M Daley, Morgan Richardson Cayama, Alessandro Villa, Jason Beckstead, Mark Pezzo, Rachel Sauls, Cheryl A Vamos
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引用次数: 0
Abstract
Non-traditional providers and healthcare settings (e.g., dental offices, pharmacies) provide an opportunity to increase human papillomavirus (HPV) vaccine accessibility; however, they remain underutilized. The purpose of this study was to examine United States (U.S.) parents' perceptions of healthcare provider recommendations for the HPV vaccine and perceived convenience and likelihood of vaccination across healthcare settings. Parents' perceptions were assessed and compared according to the Transtheoretical Model stages of change (action: adolescent already vaccinated; preparation: intend-to-vaccinate; contemplation: unsure of intention). Parents of adolescents ages 11-12 from across the U.S. were recruited to participate in an online survey via Qualtrics that measured their perceptions of HPV vaccination by healthcare provider type and setting. The convenience and likelihood of vaccinating in different settings and the importance of provider recommendation were evaluated for those in the preparation and contemplations groups using one-way repeated measures ANOVAs. Participants across all stages of change were similar in their perceptions of vaccination across healthcare settings, rating family practice and pediatric offices as the most convenient and most likely settings for vaccination. Dental offices were perceived as the least convenient and least likely settings, and dental provider recommendations were rated as the least important. Among those in the contemplation stage, pharmacies were also rated lower in convenience and likelihood. There is a missed opportunity for HPV vaccination in non-traditional settings, including dental offices and pharmacies. Increasing education on HPV and availability of the vaccine in alternative settings can encourage vaccine uptake and move parents towards preparation and action.
期刊介绍:
The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues.
Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care.
We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts.
Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited.
Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants.
Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.