Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1
Identifieur interne : 001933 ( Istex/Corpus ); précédent : 001932; suivant : 001934Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1
Auteurs : Tamar Klaiman ; Katherine O'Connell ; Michael A. StotoSource :
- Journal of School Health [ 0022-4391 ] ; 2014-01.
Abstract
BACKGROUND: The 2009 H1N1 vaccination campaign was the largest in US history. State health departments received vaccines from the federal government and sent them to local health departments (LHDs) who were responsible for getting vaccines to the public. Many LHD's used school‐based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school‐based distribution strategies varied in different locations. The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns. METHODS: We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 H1N1 school‐based vaccination clinic implementation. We created process maps to identify the activities of LHDs conducting school‐based vaccinations and used them as the basis for in‐depth interviews of LHD staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (pH1N1) school‐based vaccination campaign with a focus on successful processes. RESULTS: We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful LHDs according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process. CONCLUSIONS: Utilizing rigorous methodology, we defined and learned lessons from successful LHDs when conducting school‐based vaccination clinics, which can be applied to future school‐based vaccination campaigns.
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DOI: 10.1111/josh.12119
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ISTEX:CEE1FFF78712C6177224D91E2AF3296A5A378644Le document en format XML
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Stoto</name><affiliation><mods:affiliation>Professor of Health Systems Administration and Population Health, (stotom@georgetown.edu), Georgetown University School of Nursing & Health Studies, 3700 Reservoir Road, NW Room 236, Washington, DC 20057‐1107.</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j" type="main">Journal of School Health</title><title level="j" type="alt">JOURNAL OF SCHOOL HEALTH</title><idno type="ISSN">0022-4391</idno><idno type="eISSN">1746-1561</idno><imprint><biblScope unit="vol">84</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="63">63</biblScope><biblScope unit="page" to="69">69</biblScope><biblScope unit="page-count">7</biblScope><publisher>Wiley Periodicals, Inc.</publisher><pubPlace>Malden, USA</pubPlace><date type="published" when="2014-01">2014-01</date></imprint><idno type="ISSN">0022-4391</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-4391</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract">BACKGROUND: The 2009 H1N1 vaccination campaign was the largest in US history. State health departments received vaccines from the federal government and sent them to local health departments (LHDs) who were responsible for getting vaccines to the public. Many LHD's used school‐based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school‐based distribution strategies varied in different locations. The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns. METHODS: We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 H1N1 school‐based vaccination clinic implementation. We created process maps to identify the activities of LHDs conducting school‐based vaccinations and used them as the basis for in‐depth interviews of LHD staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (pH1N1) school‐based vaccination campaign with a focus on successful processes. RESULTS: We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful LHDs according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process. CONCLUSIONS: Utilizing rigorous methodology, we defined and learned lessons from successful LHDs when conducting school‐based vaccination clinics, which can be applied to future school‐based vaccination campaigns.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Tamar Klaiman PhD, MPH</name><affiliations><json:string>Assistant Professor of Health Policy and Public Health, (t.klaiman@usciences.edu), University of the Sciences in Philadelphia, 600 South 43rd St., Philadelphia, PA 19104.</json:string><json:string>E-mail: t.klaiman@usciences.edu</json:string></affiliations></json:item><json:item><name>Katherine O'Connell BS, BSN</name><affiliations><json:string>Former Research Assistant, (katherine.oconnell@jefferson.edu), Jefferson School of Population Health, Thomas Jefferson University, 1015 Walnut St., Suite 115, Philadelphia, PA 19107.</json:string></affiliations></json:item><json:item><name>Michael A. Stoto PhD</name><affiliations><json:string>Professor of Health Systems Administration and Population Health, (stotom@georgetown.edu), Georgetown University School of Nursing & Health Studies, 3700 Reservoir Road, NW Room 236, Washington, DC 20057‐1107.</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>vaccination</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>pandemic</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>emergency preparedness</value></json:item></subject><articleId><json:string>JOSH12119</json:string></articleId><arkIstex>ark:/67375/WNG-0QCS86CF-6</arkIstex><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>BACKGROUND: The 2009 H1N1 vaccination campaign was the largest in US history. State health departments received vaccines from the federal government and sent them to local health departments (LHDs) who were responsible for getting vaccines to the public. Many LHD's used school‐based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school‐based distribution strategies varied in different locations. The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns. METHODS: We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 H1N1 school‐based vaccination clinic implementation. We created process maps to identify the activities of LHDs conducting school‐based vaccinations and used them as the basis for in‐depth interviews of LHD staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (pH1N1) school‐based vaccination campaign with a focus on successful processes. RESULTS: We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful LHDs according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process. 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19104.</addrLine></address></affiliation></author><author xml:id="author-0001"><persName><forename type="first">Katherine</forename><surname>O'Connell</surname><roleName type="degree">BS, BSN</roleName></persName><affiliation><orgName type="laboratory">Former Research Assistant</orgName><address><addrLine>(katherine.oconnell@jefferson.edu)</addrLine><addrLine>Jefferson School of Population Health, Thomas Jefferson University, 1015 Walnut St., Suite 115, Philadelphia, PA 19107.</addrLine></address></affiliation></author><author xml:id="author-0002"><persName><forename type="first">Michael A.</forename><surname>Stoto</surname><roleName type="degree">PhD</roleName></persName><affiliation><address><addrLine>Professor of Health Systems Administration and Population Health</addrLine><addrLine>(stotom@georgetown.edu), Georgetown University School of Nursing & Health Studies, 3700 Reservoir Road, NW Room 236, Washington, DC 20057‐1107.</addrLine></address></affiliation></author><idno 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The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns.</p><head>METHODS</head><p xml:id="josh12119-para-0002">We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 <hi rend="fc">H1N1</hi> school‐based vaccination clinic implementation. We created process maps to identify the activities of <hi rend="fc">LHDs</hi> conducting school‐based vaccinations and used them as the basis for in‐depth interviews of <hi rend="fc">LHD</hi> staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (<hi rend="fc">pH1N1</hi>) school‐based vaccination campaign with a focus on successful processes.</p><head>RESULTS</head><p xml:id="josh12119-para-0003">We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful <hi rend="fc">LHDs</hi> according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process.</p><head>CONCLUSIONS</head><p xml:id="josh12119-para-0004">Utilizing rigorous methodology, we defined and learned lessons from successful <hi rend="fc">LHDs</hi> when conducting school‐based vaccination clinics, which can be applied to future school‐based vaccination campaigns.</p></abstract><textClass><keywords><term xml:id="josh12119-kwd-0001">vaccination</term><term xml:id="josh12119-kwd-0002">pandemic</term><term xml:id="josh12119-kwd-0003">emergency preparedness</term></keywords><keywords rend="articleCategory"><term>RESEARCH ARTICLE</term></keywords><keywords rend="tocHeading1"><term>RESEARCH ARTICLES</term></keywords></textClass><langUsage><language ident="en"></language></langUsage></profileDesc><revisionDesc><change when="2019-12-20" who="#istex" xml:id="pub2tei">formatting</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/ark:/67375/WNG-0QCS86CF-6/fulltext.txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component type="serialArticle" version="2.0" xml:lang="en" xml:id="josh12119"><header xml:id="josh12119-hdr-0001"><publicationMeta level="product"><publisherInfo><publisherName>Wiley Periodicals, Inc.</publisherName><publisherLoc>Malden, USA</publisherLoc></publisherInfo><doi>10.1111/(ISSN)1746-1561</doi><issn type="print">0022-4391</issn><issn type="electronic">1746-1561</issn><idGroup><id type="product" value="JOSH"></id></idGroup><titleGroup><title type="main" sort="JOURNAL OF SCHOOL HEALTH">Journal of School Health</title><title type="short">J School Health</title></titleGroup></publicationMeta><publicationMeta level="part" position="10"><doi origin="wiley">10.1111/josh.2014.84.issue-1</doi><copyright ownership="thirdParty">© 2013, American School Health Association</copyright><numberingGroup><numbering type="journalVolume" number="84">84</numbering><numbering type="journalIssue">1</numbering></numberingGroup><coverDate startDate="2014-01">January 2014</coverDate></publicationMeta><publicationMeta level="unit" position="90" type="article" status="forIssue"><doi>10.1111/josh.12119</doi><idGroup><id type="unit" value="JOSH12119"></id></idGroup><countGroup><count type="pageTotal" number="7"></count></countGroup><titleGroup><title type="articleCategory">RESEARCH ARTICLE</title><title type="tocHeading1">RESEARCH ARTICLES</title></titleGroup><copyright ownership="thirdParty">© 2013, American School Health Association</copyright><eventGroup><event type="manuscriptReceived" date="2012-04-16"></event><event type="manuscriptRevised" date="2012-10-15"></event><event type="manuscriptAccepted" date="2012-12-02"></event><event type="xmlCreated" agent="Laserwords Private Ltd." date="2013-10-17"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.2.7 mode:FullText" date="2013-12-10"></event><event type="firstOnline" date="2013-12-10"></event><event type="publishedOnlineFinalForm" date="2013-12-10"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.6.4 mode:FullText" date="2015-10-08"></event></eventGroup><numberingGroup><numbering type="pageFirst">63</numbering><numbering type="pageLast">69</numbering></numberingGroup><correspondenceTo>Address correspondence to: Tamar Klaiman, Assistant Professor of Health Policy and Public Health, (<email>t.klaiman@usciences.edu</email>), University of the Sciences in Philadelphia, 600 South 43rd St., Philadelphia, PA 19104.</correspondenceTo><selfCitationGroup><citation type="self" xml:id="josh12119-cit-0000"><author><familyName>Klaiman</familyName> <givenNames>T</givenNames></author>, <author><familyName>O'Connell</familyName> <givenNames>K</givenNames></author>, <author><familyName>Stoto</familyName> <givenNames>MA</givenNames></author>. <articleTitle>Learning from successful school‐based vaccination clinics during 2009 pH1N1</articleTitle>.</citation></selfCitationGroup><linkGroup><link type="toTypesetVersion" href="file:JOSH.JOSH12119.pdf"></link></linkGroup></publicationMeta><contentMeta><titleGroup><title type="main">Learning From Successful School‐Based Vaccination Clinics During 2009 <fc>pH1N1</fc></title></titleGroup><creators><creator creatorRole="author" xml:id="josh12119-cr-0001" affiliationRef="#josh12119-aff-0001" corresponding="yes"><personName><givenNames>Tamar</givenNames>
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<familyName>O'Connell</familyName><degrees>BS, BSN</degrees></personName></creator><creator creatorRole="author" xml:id="josh12119-cr-0003" affiliationRef="#josh12119-aff-0003"><personName><givenNames>Michael A.</givenNames>
<familyName>Stoto</familyName><degrees>PhD</degrees></personName></creator></creators><affiliationGroup xml:id="josh12119-affgp-0001"><affiliation xml:id="josh12119-aff-0001"><unparsedAffiliation>Assistant Professor of Health Policy and Public Health, (<email>t.klaiman@usciences.edu</email>), University of the Sciences in Philadelphia, 600 South 43rd St., Philadelphia, PA 19104.</unparsedAffiliation></affiliation><affiliation xml:id="josh12119-aff-0002"><unparsedAffiliation>Former Research Assistant, (<email>katherine.oconnell@jefferson.edu</email>), Jefferson School of Population Health, Thomas Jefferson University, 1015 Walnut St., Suite 115, Philadelphia, PA 19107.</unparsedAffiliation></affiliation><affiliation xml:id="josh12119-aff-0003"><unparsedAffiliation>Professor of Health Systems Administration and Population Health, (<email>stotom@georgetown.edu</email>), Georgetown University School of Nursing & Health Studies, 3700 Reservoir Road, NW Room 236, Washington, DC 20057‐1107.</unparsedAffiliation></affiliation></affiliationGroup><keywordGroup type="author"><keyword xml:id="josh12119-kwd-0001">vaccination</keyword><keyword xml:id="josh12119-kwd-0002">pandemic</keyword><keyword xml:id="josh12119-kwd-0003">emergency preparedness</keyword></keywordGroup><fundingInfo><fundingAgency>Pfizer Corporation's Fellowship</fundingAgency></fundingInfo><fundingInfo><fundingAgency>Centers for Disease Control and Prevention</fundingAgency></fundingInfo><abstractGroup><abstract type="main" xml:id="josh12119-abs-0001"><title type="main">ABSTRACT</title><section xml:id="josh12119-sec-0001"><title type="main">BACKGROUND</title><p xml:id="josh12119-para-0001">The 2009 <fc>H1N1</fc> vaccination campaign was the largest in <fc>US</fc> history. State health departments received vaccines from the federal government and sent them to local health departments (<fc>LHDs</fc>) who were responsible for getting vaccines to the public. Many <fc>LHD</fc>'s used school‐based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school‐based distribution strategies varied in different locations. The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns.</p></section><section xml:id="josh12119-sec-0002"><title type="main">METHODS</title><p xml:id="josh12119-para-0002">We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 <fc>H1N1</fc> school‐based vaccination clinic implementation. We created process maps to identify the activities of <fc>LHDs</fc> conducting school‐based vaccinations and used them as the basis for in‐depth interviews of <fc>LHD</fc> staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (<fc>pH1N1</fc>) school‐based vaccination campaign with a focus on successful processes.</p></section><section xml:id="josh12119-sec-0003"><title type="main">RESULTS</title><p xml:id="josh12119-para-0003">We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful <fc>LHDs</fc> according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process.</p></section><section xml:id="josh12119-sec-0004"><title type="main">CONCLUSIONS</title><p xml:id="josh12119-para-0004">Utilizing rigorous methodology, we defined and learned lessons from successful <fc>LHDs</fc> when conducting school‐based vaccination clinics, which can be applied to future school‐based vaccination campaigns.</p></section></abstract></abstractGroup></contentMeta><noteGroup xml:id="josh12119-ntgp-0001"><note xml:id="josh12119-note-0001" numbered="no">This research was funded by the Pfizer Corporation's Fellowship in Public Health and the “Linking Assessment and Measurement to Performance in PHEP Systems” project funded by the Centers for Disease Control and Prevention—grant #1P01TP000307.</note></noteGroup></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1</title></titleInfo><name type="personal"><namePart type="given">Tamar</namePart><namePart type="family">Klaiman</namePart><namePart type="termsOfAddress">PhD, MPH</namePart><affiliation>Assistant Professor of Health Policy and Public Health, (t.klaiman@usciences.edu), University of the Sciences in Philadelphia, 600 South 43rd St., Philadelphia, PA 19104.</affiliation><affiliation>E-mail: t.klaiman@usciences.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Katherine</namePart><namePart type="family">O'Connell</namePart><namePart type="termsOfAddress">BS, BSN</namePart><affiliation>Former Research Assistant, (katherine.oconnell@jefferson.edu), Jefferson School of Population Health, Thomas Jefferson University, 1015 Walnut St., Suite 115, Philadelphia, PA 19107.</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Michael A.</namePart><namePart type="family">Stoto</namePart><namePart type="termsOfAddress">PhD</namePart><affiliation>Professor of Health Systems Administration and Population Health, (stotom@georgetown.edu), Georgetown University School of Nursing & Health Studies, 3700 Reservoir Road, NW Room 236, Washington, DC 20057‐1107.</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</genre><originInfo><publisher>Wiley Periodicals, Inc.</publisher><place><placeTerm type="text">Malden, USA</placeTerm></place><dateIssued encoding="w3cdtf">2014-01</dateIssued><dateCreated encoding="w3cdtf">2013-10-17</dateCreated><dateCaptured encoding="w3cdtf">2012-04-16</dateCaptured><dateValid encoding="w3cdtf">2012-12-02</dateValid><edition>Klaiman T, O'Connell K, Stoto MA. Learning from successful school‐based vaccination clinics during 2009 pH1N1.</edition><copyrightDate encoding="w3cdtf">2014</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><abstract>BACKGROUND: The 2009 H1N1 vaccination campaign was the largest in US history. State health departments received vaccines from the federal government and sent them to local health departments (LHDs) who were responsible for getting vaccines to the public. Many LHD's used school‐based clinics to ensure children were the first to receive limited vaccine supplies, but the success of school‐based distribution strategies varied in different locations. The goal of this project was to identify and learn from high‐performing school‐based vaccination clinics in order to share successes and improve performance in future school‐based vaccination campaigns. METHODS: We used a combination of process mapping and comparative analysis to identify and derive lessons from positive outlier cases observed during 2009 H1N1 school‐based vaccination clinic implementation. We created process maps to identify the activities of LHDs conducting school‐based vaccinations and used them as the basis for in‐depth interviews of LHD staff. We asked interviewees to describe their activities during the 2009 H1N1 pandemic (pH1N1) school‐based vaccination campaign with a focus on successful processes. RESULTS: We identified positive deviants, that is, those that performed better than expected, and categorized qualitative data from in‐depth interviews with 13 successful LHDs according to the process maps. Key mechanisms for school‐based vaccination success included having a relationship with local school authorities, communicating effectively with parents, and ensuring clinic logistics allowed for an easy flow of students through the vaccination process. CONCLUSIONS: Utilizing rigorous methodology, we defined and learned lessons from successful LHDs when conducting school‐based vaccination clinics, which can be applied to future school‐based vaccination campaigns.</abstract><note type="funding">Pfizer Corporation's Fellowship</note><note type="funding">Centers for Disease Control and Prevention</note><subject><genre>keywords</genre><topic>vaccination</topic><topic>pandemic</topic><topic>emergency preparedness</topic></subject><relatedItem type="host"><titleInfo><title>Journal of School Health</title></titleInfo><titleInfo type="abbreviated"><title>J School Health</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><subject><genre>article-category</genre><topic>RESEARCH ARTICLE</topic><topic>RESEARCH ARTICLES</topic></subject><identifier type="ISSN">0022-4391</identifier><identifier type="eISSN">1746-1561</identifier><identifier type="DOI">10.1111/(ISSN)1746-1561</identifier><identifier type="PublisherID">JOSH</identifier><part><date>2014</date><detail type="volume"><caption>vol.</caption><number>84</number></detail><detail type="issue"><caption>no.</caption><number>1</number></detail><extent unit="pages"><start>63</start><end>69</end><total>7</total></extent></part></relatedItem><relatedItem type="references" displayLabel="josh12119-cit-0001"><titleInfo><title>Centers for Disease Control and Prevention (CDC). 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