Vaccine hesitancy educational tools for healthcare providers and trainees: A scoping review. Issue 1 (4th January 2023)

• Record Type: Journal Article
• Authors: Lip, A.; Pateman, M.; Fullerton, M.M.; Chen, H.M.; Bailey, L.; Houle, S.; Davidson, S.; Constantinescu, C.
• Is Part Of: Vaccine. Volume 41:Issue 1(2023)
• Page Start: 23
• Page End: 35
• Publication Date: 2023-01-04
• Subjects: Communication -- Education -- Healthcare Providers -- Multidisciplinary -- Vaccine -- Vaccine Hesitancy; Vaccines -- Periodicals; 615.372
• DOI: 10.1016/j.vaccine.2022.09.093
• Languages: English
• ISSNs: 0264-410X

Abstract

Abstract: In the era of vaccine hesitancy, highlighted by the current SARS-CoV2 pandemic, there is an acute need to develop an approach to reduce and address apprehension towards vaccinations. We sought to map and present an overview of existing educational interventions for healthcare providers (HCPs) on strategies to engage in effective vaccine discussion. We applied the Joanna Briggs Institute methodology framework in this scoping review. We searched five relevant databases (MEDLINE, CINAHL, EMBASE, PsycInfo, and SCOPUS) and grey literature through the Google search engine using keywords and subject headings that were systematically identified. We identified 3384 citations in peer-reviewed literature and 41 citations in grey literature. After screening for our inclusion criteria, we included 28 citations from peer reviewed literature and 16 citations from grey literature for analysis. We identified a total of 41 unique education interventions. Interventions were available from multiple disciplines, training levels, clinical settings, and diseases/vaccines. Interventions predominantly centered around two foci: knowledge sharing and communication training. Most interventions identified from peer-reviewed literature were facilitated and were applied with multiple modes of delivery. Interventions from grey literature were more topical and generally self-directed. We identified several gaps in knowledge. Firstly, accessibility and generalizability of interventions was limited. Secondly, distribution of interventions did not adequately address nursing and pharmacy disciplines, and did not cover the breadth of medical specialties for whom vaccine discussions apply. Thirdly, no interventions addressed self monitoring and the clinicians' recognition and management of emotions during difficult conversations. There is a need to address this gap and provide available, credible and comprehensive educational interventions that will support our healthcare providers in effective communication with vaccine hesitant patients.