Learning From Successful School‐Based Vaccination Clinics During 2009 <scp>pH1N1</scp>

Klaiman, Tamar; O’Connell, Katherine; Stoto, Michael A.

doi:10.1111/josh.12119

Cited by 20 publications

(31 citation statements)

References 13 publications

(16 reference statements)

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“…Several US studies of H1N1 vaccination provided examples of the direct impact that the federal government’s emergency-driven response to pandemic influenza had on the delivery of school-based programmes and public attitudes towards this [14, 28, 30, 32]. For example, one paper explored how the declaration of a public health emergency, and the associated federal legislation that was enacted, gave some schools enough assurance for important programme enablers to be adopted such as school nurses acting as vaccinators [27].…”

Section: Resultsmentioning

confidence: 99%

“…However, these were descriptive or qualitative studies in which few associations were directly made with success. In 2009 pre-existing partnerships between public health departments and education agencies appeared to allow a rapid response to be mobilised for H1N1 vaccination [27, 30]. Also in the US, school managers and school nurses reported that “good” relationships between the local health department and local school management were necessary for programmes to be effective [30].…”

Section: Resultsmentioning

confidence: 99%

“…In 2009 pre-existing partnerships between public health departments and education agencies appeared to allow a rapid response to be mobilised for H1N1 vaccination [27, 30]. Also in the US, school managers and school nurses reported that “good” relationships between the local health department and local school management were necessary for programmes to be effective [30]. Similarly in the UK, where school nurses are usually employed by the health service rather than the school, the quality of the underlying relationship between the school and the school nurse, was important for securing the school’s cooperation with the vaccination programme [19].…”

Section: Resultsmentioning

confidence: 99%

“…In this category of study, local health department staff felt that barriers to the efficient operation of clinics included school nurses not being part of the planning and execution of clinics, as well as problems with vaccine supply and with data collection [27, 28, 30]. Enablers, as has been discussed earlier, included the recruitment of extra staff to assist with the tasks involved in whole-school vaccination [22, 27, 28].…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

School-based vaccination programmes: a systematic review of the evidence on organisation and delivery in high income countries

Perman¹,

Turner²,

Ramsay³

et al. 2017

BMC Public Health

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BackgroundMany countries have recently expanded their childhood immunisation programmes. Schools are an increasingly attractive setting for delivery of these new immunisations because of their ability to reach large numbers of children in a short period of time. However, there are organisational challenges to delivery of large-scale vaccination programmes in schools. Understanding the facilitators and barriers is important for improving the delivery of future school-based vaccination programmes.MethodsWe undertook a systematic review of evidence on school-based vaccination programmes in order to understand the influence of organisational factors on the delivery of programmes. Our eligibility criteria were studies that (1) focused on childhood or adolescent vaccination programmes delivered in schools; (2) considered organisational factors that influenced the preparation or delivery of programmes; (3) were conducted in a developed or high-income country; and (4) had been peer reviewed. We searched for articles published in English between 2000 and 2015 using MEDLINE and HMIC electronic databases. Additional studies were identified by searching the Cochrane Library and bibliographies. We extracted data from the studies, assessed quality and the risk of bias, and categorised findings using a thematic framework of eight organisational factors.ResultsWe found that most of the recent published literature is from the United States and is concerned with the delivery of pandemic or seasonal flu vaccination programmes at a regional (state) or local level. We found that the literature is largely descriptive and not informed by the use of theory. Despite this, we identified common factors that influence the implementation of programmes. These factors included programme leadership and governance, organisational models and institutional relationships, workforce capacity and roles particularly concerning the school nurse, communication with parents and students, including methods for obtaining consent, and clinic organisation and delivery.ConclusionsThis is the first time that information has been brought together on the organisational factors influencing the delivery of vaccination programmes in school-based settings. An understanding of these factors, underpinned by robust theory-informed research, may help policy-makers and managers design and deliver better programmes. We identified several gaps in the research literature to propose a future research agenda, informed by theories of implementation and organisational change.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-017-4168-0) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

School-based vaccination programmes: a systematic review of the evidence on organisation and delivery in high income countries

Perman¹,

Turner²,

Ramsay³

et al. 2017

BMC Public Health

View full text Add to dashboard Cite

show abstract

“…For other vaccines, some countries have successfully implemented national or regional immunization campaigns in the face of an epidemic. [31][32][33][34][35][36] While awaiting development of new vaccines that will provide long-lasting protection against pertussis, we should consider alternate Tdap immunization strategies for adolescents. …”

Section: Discussionmentioning

confidence: 99%

Waning Tdap Effectiveness in Adolescents

et al. 2016

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BACKGROUND AND OBJECTIVE: Because the effectiveness of diphtheria-tetanus-acellular pertussis (DTaP) vaccine wanes substantially after the fifth dose at ages 4 to 6 years, there is a growing cohort of adolescents who rely on tetanus toxoid, reduced diphtheria toxoid, and acellular pertussis (Tdap) for protection against pertussis. Yet despite high Tdap vaccine coverage among adolescents, California experienced large pertussis outbreaks in 2010 and 2014. We investigated Tdap vaccine effectiveness (VE) and waning within Kaiser Permanente Northern California among adolescents exclusively vaccinated with DTaP vaccines.

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Missouri K-12 school disaster and biological event preparedness and seasonal influenza vaccination among school nurses

Rebmann

Elliott

Artman

et al. 2015

American Journal of Infection Control

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Learning From Successful School‐Based Vaccination Clinics During 2009 pH1N1

Abstract: 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.

Cited by 20 publications

References 13 publications

School-based vaccination programmes: a systematic review of the evidence on organisation and delivery in high income countries

School-based vaccination programmes: a systematic review of the evidence on organisation and delivery in high income countries

Waning Tdap Effectiveness in Adolescents

Missouri K-12 school disaster and biological event preparedness and seasonal influenza vaccination among school nurses

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