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.
Url:
DOI: 10.1111/josh.12119
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<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>
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<profileDesc><abstract style="main" xml:id="josh12119-abs-0001"><head>ABSTRACT</head>
<head>BACKGROUND</head>
<p xml:id="josh12119-para-0001">The 2009 <hi rend="fc">H1N1</hi>
vaccination campaign was the largest in <hi rend="fc">US</hi>
history. State health departments received vaccines from the federal government and sent them to local health departments (<hi rend="fc">LHDs</hi>
) who were responsible for getting vaccines to the public. Many <hi rend="fc">LHD</hi>
'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>
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<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>
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<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>
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<familyName>Stoto</familyName>
<degrees>PhD</degrees>
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<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>
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<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>
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<mods version="3.6"><titleInfo lang="en"><title>Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1</title>
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<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>
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<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>
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<edition>Klaiman T, O'Connell K, Stoto MA. Learning from successful school‐based vaccination clinics during 2009 pH1N1.</edition>
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<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>
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<identifier type="ISSN">0022-4391</identifier>
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