Heather N Owens, Mariana Arevalo, Ashley Whitmer, Lindsay Fuzzell, Carley Geiss, Kea Turner, Katherine Chung-Bridges, Edelise Endemano, Daniel Parras, Shannon M Christy, Susan T Vadaparampil
{"title":"HPV疫苗冠军培训的发展和评估:佛罗里达州社区卫生中心促进青少年疫苗接种的策略。","authors":"Heather N Owens, Mariana Arevalo, Ashley Whitmer, Lindsay Fuzzell, Carley Geiss, Kea Turner, Katherine Chung-Bridges, Edelise Endemano, Daniel Parras, Shannon M Christy, Susan T Vadaparampil","doi":"10.1007/s13187-025-02658-3","DOIUrl":null,"url":null,"abstract":"<p><p>Vaccine champions can be an important component of multilevel interventions. This paper describes the process of developing, delivering, and evaluating the vaccine champion intervention component as part of the HPV Multilevel Intervention Strategies Targeting Immunization in Community Settings (HPV MISTICS) study. Community health center leadership identified vaccine champions based on the following criteria: understanding clinical workflow, having an interest in quality improvement, and strong interpersonal and organizational skills. Development of the training materials included identifying learning objectives, developing a consistent training template, creating and refining session content and presentations, and obtaining feedback from the study's Community Advisory Board. The vaccine champion training included six 1-h live sessions delivered virtually. In addition to the availability of on-demand training session recordings, additional resources for champions included a study website, optional office hours with study team members, and a group channel to collaborate and connect with other champions. Evaluation of the training included pre- and post-session surveys (n = 5-8) and qualitative interviews (n = 4) after implementation of all components. Knowledge increased between the pre- and post-session surveys, indicating that champions understood the trainings. Evaluation of the specific champion tasks showed an increase in the champions' perception of their ability to successfully carry out the required tasks after completion of the training. During qualitative interviews, champions reported the training was comprehensive and helpful in remembering study-related tasks. The training and lessons learned presented in this study can be used to inform the development of trainings for champions in future intervention studies.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Development and Evaluation of an HPV Vaccine Champion Training: a Strategy to Boost Adolescent Vaccination in Community Health Centers in Florida.\",\"authors\":\"Heather N Owens, Mariana Arevalo, Ashley Whitmer, Lindsay Fuzzell, Carley Geiss, Kea Turner, Katherine Chung-Bridges, Edelise Endemano, Daniel Parras, Shannon M Christy, Susan T Vadaparampil\",\"doi\":\"10.1007/s13187-025-02658-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Vaccine champions can be an important component of multilevel interventions. This paper describes the process of developing, delivering, and evaluating the vaccine champion intervention component as part of the HPV Multilevel Intervention Strategies Targeting Immunization in Community Settings (HPV MISTICS) study. Community health center leadership identified vaccine champions based on the following criteria: understanding clinical workflow, having an interest in quality improvement, and strong interpersonal and organizational skills. Development of the training materials included identifying learning objectives, developing a consistent training template, creating and refining session content and presentations, and obtaining feedback from the study's Community Advisory Board. The vaccine champion training included six 1-h live sessions delivered virtually. In addition to the availability of on-demand training session recordings, additional resources for champions included a study website, optional office hours with study team members, and a group channel to collaborate and connect with other champions. Evaluation of the training included pre- and post-session surveys (n = 5-8) and qualitative interviews (n = 4) after implementation of all components. Knowledge increased between the pre- and post-session surveys, indicating that champions understood the trainings. Evaluation of the specific champion tasks showed an increase in the champions' perception of their ability to successfully carry out the required tasks after completion of the training. During qualitative interviews, champions reported the training was comprehensive and helpful in remembering study-related tasks. 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Development and Evaluation of an HPV Vaccine Champion Training: a Strategy to Boost Adolescent Vaccination in Community Health Centers in Florida.
Vaccine champions can be an important component of multilevel interventions. This paper describes the process of developing, delivering, and evaluating the vaccine champion intervention component as part of the HPV Multilevel Intervention Strategies Targeting Immunization in Community Settings (HPV MISTICS) study. Community health center leadership identified vaccine champions based on the following criteria: understanding clinical workflow, having an interest in quality improvement, and strong interpersonal and organizational skills. Development of the training materials included identifying learning objectives, developing a consistent training template, creating and refining session content and presentations, and obtaining feedback from the study's Community Advisory Board. The vaccine champion training included six 1-h live sessions delivered virtually. In addition to the availability of on-demand training session recordings, additional resources for champions included a study website, optional office hours with study team members, and a group channel to collaborate and connect with other champions. Evaluation of the training included pre- and post-session surveys (n = 5-8) and qualitative interviews (n = 4) after implementation of all components. Knowledge increased between the pre- and post-session surveys, indicating that champions understood the trainings. Evaluation of the specific champion tasks showed an increase in the champions' perception of their ability to successfully carry out the required tasks after completion of the training. During qualitative interviews, champions reported the training was comprehensive and helpful in remembering study-related tasks. The training and lessons learned presented in this study can be used to inform the development of trainings for champions in future intervention studies.
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.