Training Program for Optimized Vaccine Communication: Empowering our Future Health Care Workers with Vaccination Confidence and Competence
Vaccine Hesitancy – Booster
In the first virtual simulation, the healthcare provider engages with a patient who needs a vaccine booster. The health-related beliefs and attitudes of HCPs play a significant role in primary prevention and health promotion as they are broadly perceived as role models and credible sources of health information. This virtual simulation explores common myths regarding the negative effects of vaccines.
By the end of Game 1, participants will be able to:
1. Increase confidence when regulating your emotions before, during and after a clinical encounter to promote a therapeutic relationship with patients.
2. Increase confidence when developing rapport in a healthcare setting to build an ongoing relationship with a patient.
3. Increase confidence when making presumptive statements around vaccination during a clinical encounter with a patient who has not completed a vaccine series to reinforce positive behaviours.
4. Recognize vaccine hesitancy profiles during a routine clinical encounter to determine approaches to understanding reasons for not continuing with vaccine series.
5. Support decision-making for patients who have not completed a vaccine series to develop a personalized and achievable plan for vaccination.
Vaccine Hesitancy
In the second virtual simulation, the healthcare provider discussed the importance of immunization for an individual who expresses hesitancy due to a variety of concerns. While progressing through this virtual simulation, the provider will recognize own emotions before, during and after the clinical encounter to provide a therapeutic relationship with the patient, make use of presumptive states regarding vaccinations, explore the patient’s reasons for vaccine hesitancy, and support the individual to develop a personalized and achievable plan for vaccination.
By the end of Game 2, participants will be able to:
1. Recognize your own emotions before, during and after the clinical encounter to provide a therapeutic relationship with the patient
2. Develop rapport in a healthcare setting to build an ongoing relationship with the patient.
3. Use presumptive statement(s) around vaccination during a clinical encounter.
4. Increase confidence when using interviewing techniques during a clinical encounter to help identify a patient’s point of view and reasons for vaccine hesitancy.
5. Increase confidence when identifying the root cause or pattern behind vaccine hesitancy during a clinical encounter to ensure a personalized approach to the conversation.
6. Increase confidence when supporting patient decision-making at the conclusion of the conversation to develop a personalized and achievable plan for vaccination.
Vaccine Refusal
The third virtual simulation involves a parent expressing significant concerns about a scheduled vaccine for their child who is immunocompromised. The mother, being a strong advocate for their child is very involved in all healthcare decisions. Upon discussion with their healthcare provider, the parent becomes increasingly upset and refuses to have their child vaccinated.
By the end of the virtual simulation, participants will be able to:
1. Increase confidence when engaging in therapeutic communication while building trust and collaborating effectively with a patient or caregiver
2. Increase confidence when guiding a difficult conversation with a patient or caregiver in order to preserve the therapeutic relationship, and maintain focus on the patient’s health needs
3. Foster personal resilience in the face of moral distress during and after a difficult conversation
4. Maintain a professional sense of self-efficacy after a challenging interaction
Vaccine Conversations in Special Populations
In the fourth virtual simulation involves a female patient with a history of kidney transplantation consults with both the primary healthcare provider then pharmacist to discuss receiving her first post-transplant influenza vaccine. The patient expresses concerns about the potential risk of organ rejection as a result of the vaccination. She then becomes pregnant and is particularly apprehensive about the specific risks associated with her medical history and pregnancy.
By the end of virtual simulation, participants will be able to:
1. Make presumptive statements during a clinical encounter with a patient who has not had their annual influenza vaccine to reinforce positive behaviours.
2. Support decision-making to a patient who has not received an annual vaccine to develop a personalized and achievable plan for vaccination.
3. Apply motivational interviewing strategies during a clinical encounter to help identify the patient’s point of view and reason for vaccine hesitancy.
4. Adjust your conversational approach based on the patient’s evolving needs to ensure a personalized approach to the conversation to support the delivery of person-centered care and recognize a change in care is needed.
Infant RSV Prophylaxis
The fifth virtual simulation module was developed to support healthcare providers discuss Respiratory Syncytial Virus (RSV) prophylaxis options with new parents. The module includes a guided case scenario where healthcare providers practice a conversation with new parents who have questions and concerns about RSV prophylaxis. Emphasis is placed on explaining the benefits, risks, and potential side effects of prophylaxis in clear, empathetic language.
By the end of virtual simulation, participants will be able to:
1. Make presumptive statements about RSV prophylaxis in alignment with the PrOTCT Model to reinforce positive behaviours.
2. Support decision-making for parents in different clinical contexts to develop a personalized and achievable plan for RSV prophylaxis therapy for their child.
3. Apply motivational interviewing strategies during a clinical encounter to help identify the parent’s point of view and potential concerns to ensure a personalized approach to the conversation.
4. Adjust your conversational approach based on parent’s concerns to ensure a personalized approach to the conversation.
5. Communicate essential information about risk vs benefits to support informed decision-making.
Self-Compassion Exercise
Self-compassion exercises have been found to be effective in reducing anxiety after stressful events by helping individuals develop a more positive and supportive attitude towards themselves. Self-compassion involves treating oneself with kindness, understanding, and acceptance, rather than self-criticism or judgment. Click the link to participate in a Self-Compassion Break which involves taking a few moments to acknowledge and validate one’s feelings and offering oneself comforting words, such as “May I be kind to myself in this moment of difficulty.”
Tapping
Tapping exercises, also known Tapping Therapy, involve tapping on specific points on the body while focusing on a particular issue or emotion. The technique is thought to help release emotional blockages and promote healing. There are several benefits to tapping exercises, including:
1. Stress relief: Tapping can help reduce stress levels by activating the parasympathetic nervous system, which is responsible for the body’s relaxation response.
2. Emotional regulation: Tapping can help individuals process and release intense emotions, such as anger, sadness, and grief.
This program has received an
educational grant or in-kind support from the
Public Health Agency of Canada Immunization Fund
educational grant or in-kind support from the
Public Health Agency of Canada Immunization Fund
Declaration of Conflict of Interest
Name | Nature of relationship(s) | Name of for-profit or not-for-profit organization(s) | Description of relationship(s) |
---|---|---|---|
Cora Constantinescu | Any direct financial payments, including receipt of honoraria | MD Briefcase, The Rounds | All financial payments go directly to the University of Calgary |
Funded grants or clinical trials | GSK, Merck, Pfizer, Public Health Agency of Canada | Co-Investigator | |
Sandra Davidson | Funded grants or clinical trials | Public Health Agency of Canada | PI of funded grant (Immunization Partnership Fund) |
Sherilyn Houle | Ontario College of Family Physicians, Ontario Pharmacists Association, Canadian Pharmacists Association, Ontario Medical Association, Shoppers Drug Mart | Pfizer, Seqirus, Sanofi, Novavax | Advisory boards |
Funded grants or clinical trials | Sanofi, Public Health Agency of Canada | Funding of research project | |
Kelly Grindrod | Any direct financial payments including receipt of honoraria | Ontario College of Family Physicians, Ontario Pharmacists Association, Canadian Pharmacists Association, Ontario Medical Association, Shoppers Drug Mart | Conference presentation honoraria |
Funded grants or clinical trials | Public Health Agency of Canada, NSERC PromoScience | Research funding | |
Madison Fullerton | Funded grants or clinical trials | Public Health Agency of Canada, 19 to Zero, industry (GSK, Moderna, Pfizer, Merck, Sanofi, AstraZeneca, Novavax) | Research funding (PHAC, industry), all funding goes through 19 to Zero or the University of Calgary. 19 to Zero (current affiliation). |
Margaret Pateman | Funded grants or clinical trials | Public Health Agency of Canada, Merck | Research funding (PHAC), Merck (current affiliation) |
Jon Mudry | Funded grants | Public Health Agency of Canada, 19 to Zero, industry (GSK, Merck, Sanofi, AstraZeneca) | Research funding (PHAC, industry), all funding goes through 19 to Zero or the University of Calgary. 19 to Zero (current affiliation). |
Marcia Bruce | Nothing to disclose | ||
Eliana Castillo | Research Funding Honorariums for speaking at educational events |
Public Health Agency of Canada, Canadian Institute of Health Research, Industry (various) |
Research Funding (CIHR, PHAC, industry) All financial payments go directly to the University of Calgary Honorariums (industry) for speaking at educational events |
Alyssa Lip | Nothing to disclose | ||
Marian Luctkar-Flude | Funded grants / Honoraria | Canadian Alliance of Nursing Educators Using Simulation | Co-President of (CAN-Sim) |
Jane Tyerman | Funded grants / Honoraria | Canadian Alliance of Nursing Educators Using Simulation (CAN-SSim) | Co-President of (CAN-Sim) |
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