Assessing a Community Educational Program’s Effect on Vaccine Literacy and Acceptance in Black Communities

Introduction

Immunization against influenza and herpes zoster significantly reduces mortality and disease-related morbidity. However, vaccination rates among the non-Hispanic Black populations in the United States remain suboptimal, despite evidence of increased infection rates and related complications. Factors such as systemic injustice and decades of medical mistreatment have contributed to reduced health literacy and access to healthcare. Community-based strategies that enhance vaccine knowledge and awareness have proven effective in increasing vaccine acceptance and uptake. This study explores the impact of a community-based educational intervention designed to improve influenza and herpes zoster vaccine literacy and acceptance among vulnerable Black individuals.

Methods

The intervention comprised four interactive educational sessions, each lasting 45 minutes, that focused on preventable viruses, specifically influenza and herpes zoster. These sessions were held at a church in a vulnerable community in San Bernardino County, California. Participants aged 18 and older were invited to take part in a pre-and post-intervention study, which involved completing an anonymous survey to assess their attitudes, knowledge, and behaviors related to viruses and vaccines. To analyze the effect of the intervention on vaccine literacy, we applied the Mann-Whitney U test to compare responses to eight knowledge-based questions from the pre-and post-intervention surveys. Descriptive statistics were used to evaluate the impact of the intervention on vaccine acceptance.

Results

A total of 138 participants completed the pre-intervention survey, while 116 (84%) completed the post-intervention survey. All participants identified as Black or African American, with 74% identifying as female and 65% aged 55 or older. Additionally, 99% of the participants lived in highly vulnerable areas, and 54% reported having at least one comorbid condition. Prior to the intervention, only 57% believed they were at risk for viral infections or related complications. However, following the intervention, 75% stated that it helped them reassess their risk. We observed significant improvements in vaccine literacy when comparing pre-and post-intervention survey responses, particularly concerning guideline-based recommendations for both vaccines (p<0.05). Moreover, there was a notable increase in knowledge about the recommended co-administration of the herpes zoster and influenza vaccines (p<0.05). Initially, 49% of participants expressed a high likelihood of receiving the influenza vaccine, while 65% indicated a high likelihood for the shingles vaccine. In contrast, after the intervention, 83% reported a high likelihood of getting vaccinated against influenza, and 85% indicated a high likelihood of receiving the herpes zoster vaccine. Furthermore, over 90% of post-intervention participants said they would recommend these vaccines to family members or friends after the educational sessions.

Conclusion

Community-based educational interventions can have a positive impact on influenza and herpes zoster vaccine literacy and acceptance among vulnerable Black individuals. Further research is needed to explore additional methods to enhance vaccine literacy, acceptance, and uptake among minoritized groups.