No abstract

Despite the possible benefits of pediatric vaccination against coronavirus disease (COVID-19), getting children and adolescents vaccinated may prove challenging as pediatric vaccination was already a hot topic prepandemic. This study aimed to understand parents and caregivers' willingness to vaccinate their children against COVID-19. A total of 406 parents and caregivers living in the province of New Brunswick, Canada, completed an online survey in March and April 2021. Results indicated that the majority of parents were willing to get their children vaccinated against COVID-19, but a quarter of parents were not considering getting their children vaccinated, were unlikely to do so or remained unsure. Results of a multinomial logistic regression revealed that parents were more willing to vaccinate their children when they showed low levels of vaccine hesitancy, considered they had satisfactory access to relevant information regarding the vaccination of their children, had higher household incomes, and had greater levels of parental agreement on vaccination. Parents were also more willing to get their children vaccinated when they believed that a higher percentage of children would eventually get the COVID-19 vaccine. Implications for education campaigns aiming at improving COVID-19 vaccination of children and adolescents are further discussed. Public Significance StatementVaccinating children and adolescents against coronavirus disease (COVID-19) will likely be an important step in overcoming the current pandemic. This study aimed to identify factors related to parents' willingness to vaccinate their children against COVID-19 in New Brunswick, Canada, in the hope that such knowledge may help education campaigns address parents' concerns and health care workers adapt their intervention.

AimThis paper describes how the transformation of youth mental health services in the rural Francophone region of the Acadian Peninsula in New Brunswick, Canada, is meeting the five objectives of ACCESS Open Minds.MethodsImplementation of the ACCESS Open Minds framework of care in the Acadian Peninsula of New Brunswick began in 2016 at a well‐established volunteer centre and community‐based mental health organization. Through focus groups with youth aged 14 to 22 (n = 13), community mapping was used to describe the youth‐related mental health service transformation, followed by thematic analysis, validation by member checking and triangulation.ResultsPreliminary results show a generally successful implementation of the ACCESS Open Minds model, as evidenced by the transformation of mental health service provision, the enhancement of capacity in human resources and the participation of youth. Transformation was evidenced across the five objectives of mental healthcare of ACCESS Open Minds, albeit to variable extents. Several facilitating factors and challenges are identified based on youths' accounts.ConclusionsIt is possible to successfully implement the ACCESS Open Minds model among francophones living in a minority setting and despite the constraints of a rural area. Most key components of the framework were implemented with high program fidelity. The rural context presents unique challenges that require creative and effective use of resources, while offering opportunities that arise from a culture of resourcefulness and collaboration.

Observation is a staple data collection method, which is used in many qualitative approaches, including both traditional and institutional ethnographies. While observation is one of the most used data collection methods in traditional ethnography, less is written about its use by institutional ethnographers. Institutional ethnography is an approach to social research where the aim is to explicate how peoples’ every activities are coordinated or ruled by different institutions. In this article we explore uses of observation as a data collection method, focusing on its use in institutional ethnography. We use examples from the health care literature to show how observation can be beneficial and help institutional ethnographers see better.