Table 3 Guiding principles for the EDUCATE package —an intervention to improve HPV vaccine uptake
Design objectives that address each key issue | Key intervention features relevant to each design objective |
|---|---|
Improve young people’s knowledge and understanding about the HPV vaccine | Provide information in a format appealing to young people about: |
| Â | Â (i) how vaccines work |
| Â | Â (ii) HPV & HPV-related illnesses |
| Â | Â (iii) HPV vaccine |
| Â | Â (iv) HPV vaccination programme |
| Â | Â (v) preparation |
| Â | Â (vi) getting the vaccine |
| Â | Persuasive content of educational package highlighting benefits to increase motivation to be vaccinated (e.g. case-study of HPV-related cancer survivor) |
Increase young people’s confidence to have a vaccine in the school setting | Educate young people about the safety profile of the HPV vaccine |
|  | Normalise vaccination process (e.g. examples of young people’s talking about their experiences, filming of school-based vaccination session) |
| Â | Acknowledge some young people have anxieties about receiving the vaccine |
|  | Suggest ‘coping strategies’ to young people to improve experience of having the vaccine |
|  | Provide a safe space to address young people’s concerns about receiving the HPV vaccine (e.g. side-effects, anticipated pain) |
Engage young people in decision-making and the consent process | Provide young people with parental consent forms and clear instructions about how to get the HPV vaccine at school during educational session when motivation is highest |
| Â | Educate / signpost young people about availability of vaccine in different settings |
Be delivered flexibly to meet needs of target population | Deliver separately by gender if advised by school |
|  | Q&As from young people during the session can be interspersed during session, or delivered at the end. Use of ‘question box’ can provide young people opportunity to ask confidential questions without embarrassment |
| Â | Choice of person to deliver the session (e.g. immunisation nurse, youth worker, school staff) |
| Â | Tailoring content of PowerPoint to be applicable to local context (e.g. self-consent procedures, missed doses) |
| Â | Use of audio-visual communication materials in formats and styles appealing to young people |