Evidence-Based Practice Project: Evaluation of Literature Table

Literature Evaluation Table

Learner Name:

PICOT:

 

Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Article Title and Year Published	Research Questions/ Hypothesis and Purpose/Aim of Study	Design (Quantitative, Qualitative, or other)	Setting/Sample	Meth ods: Intervention/ Instruments	Analysis/Data Collection	Outcomes/Key Findings	Recommendations	Explanation of How the Article Supports Your Proposed EBP Practice Project Proposal
Motta, M., Sylvester, S., Callaghan, T., & Lunz-Trujillo, K. (2021). Encouraging COVID-19 vaccine uptake through effective health communication. Frontiers in Political Science, 3, 630133. https://doi.org/10.3389/fpos.2021.630133	Article title: Encouraging COVID-19 vaccine uptake through effective health communication Year published: 2021	The aim of this study was to explore if educational messages were effective in increasing willingness to take the Covid-19 vaccine.	The study was qualitative	The study was conducted in the US, with a total of 7064 recruited to take part in the study.	The researchers used an educational method that took the form of pro-vaccine messages.	Data was collected through a survey and analyzed using statistical methods such as regression analysis.	The key findings relevant to the study include the following: Messages emphasizing the personal health risks and collective health consequences of not vaccinating significantly increased participants’ intentions to vaccinate. These effects are similar in magnitude irrespective of the message source and the inclusion of pre-bunking information.	The educational messages should mainly focus on the personal or community health risks in the event that individuals refuse to vaccinate	This article supports my proposed EBP practice project proposal since it shows that the use of educational messages to improve vaccine uptake led to an increased willingness to take covid-19 vaccine.
James, E. K., Bokemper, S. E., Gerber, A. S., Omer, S. B., & Huber, G. A. (2021). Persuasive messaging to increase COVID-19 vaccine uptake intentions. Vaccine, 39(49), 7158-7165. https://doi.org/10.1016/j.vaccine.2021.10.039	Article title: Persuasive messaging to increase COVID-19 vaccine uptake intentions Year of publication: 2021	The aim of this study was to determine if patient education using persuasive messages impact Covid-19 vaccine uptake	This was a quantitative study.	This study was conducted in the USA, where survey experiments were used to investigate the impact of persuasive messages.	The intervention used in the study was educating the participants by sending them persuasive messages	Data was collected through a survey tool and analyzed by employing OLS regression with robust Huber-White standard errors and indicators for assigned treatment to estimate treatment effects	persuasive messaging that invokes prosocial vaccination and social image concerns is effective at increasing intended uptake and also the willingness to persuade others and judgments of non-vaccinators	Among the key recommendations is that educational messages should be designed to help persuade patients to take vaccines to avoid the potential health impacts.	This study also supports the proposed project since the use of persuasive educational messages led to a significant willingness by the participants to take covid-19 vaccine.
Jensen, U. T., Ayers, S., & Koskan, A. M. (2022). Video-based messages to reduce COVID-19 vaccine hesitancy and nudge vaccination intentions. PloS One, 17(4), e0265736. https://doi.org/10.1371/journal.pone.0265736	Article title: Video-based messages to reduce COVID-19 vaccine hesitancy and nudge vaccination intentions Year of Publication	The purpose of this research was to explore the efficacy of educational video-based messages in reducing covid-19 vaccine hesitancy.	The study used a quantitative study design	The study was conducted in the US, where a total of 1620 individuals took part in the study.	The employed intervention is the educational video-based messages on covid-19 vaccine uptake.	The data was collected through a survey. Data were analyzed using OLS regression analyses with four indicator variables denoting treatment status or a single indicator variable when pooling data across treatments.	Willingness to get vaccinated is driven by messages that increase confidence in COVID-19 vaccines and perceived behavioral control to get vaccinated. Importantly, messages were particularly effective among more skeptical populations, including people who identify as politically conservative or moderate and those who express low trust in government institutions.	The researchers recommended that the intervention be used in improving the uptake of other vaccines, too, as it has shown effectiveness.	This source supports the proposed EBP project since the researchers demonstrated that the use of video-based messages as an education strategy led to the enhanced willingness to take covid-19 vaccines.
Piltch-Loeb, R., Savoia, E., Goldberg, B., Hughes, B., Verhey, T., Kayyem, J., … & Testa, M. (2021). Examining the effect of information channels on COVID-19 vaccine acceptance. Plos One, 16(5), e0251095. https://doi.org/10.1371/journal.pone.0251095	Article title: Examining the effect of information channel on COVID-19 vaccine acceptance Year of publication: 2021	The aim of this study was to explore the impact of various channels passing information as a form of education regarding the Covid-19 vaccine.	The design used was quantitative.	The study was done in the US. A total of two thousand six hundred and fifty participants were recruited to take part in the study.	The intervention used includes education about vaccines passed through various channels such as social media and traditional media such as local newspapers, the national newspaper, and national TV.	Data was collected through the use of a survey. Bivariate chi-squared tests and multivariable multinomial logistic regression analyses	The traditional channels of information, especially National TV, National newspapers, and local newspapers, increased the likelihood of vaccine acceptance. Individuals who received information from traditional media compared to social media or both traditional and social media were most likely to accept the vaccine. Therefore the educational initiatives showed a positive impact on the vaccine impact.	The researchers recommend that social media channels have a role to play in educating the hesitant to accept the vaccine, while traditional media channels should continue to promote data-driven and informed vaccine content to their viewers.	This study also supports the proposed EBP project in that it showed that education initiatives carried out through different channels were effective in improving the willingness of individuals to take the vaccine.
Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363	Article title: Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population Year of Publication: 2022	The purpose of this research was to explore the impact of education on covid-19 vaccine hesitancy.	The design used in the study is quantitative.	The study was done in the US. The researchers recruited a total of five hundred individuals to participate in the program.	The intervention used was an education session in the form of a seminar delivered through PowerPoint presentation.	The data was collected through a survey. Chi-squared test was used to examine relationships between categorical variables, and multiple logistic regression was used to identify risk factors for vaccine hesitancy pre- and post-seminar. All analyses were done using SPSS Statistics Version 25.0	Nearly all (98.8%) had not received their first shot of the vaccine series. 402 (80.9%) were receptive to vaccination, and 95 (19.1%) were hesitant post-seminar. Of the 139 participants who reported they were initially hesitant after the intervention, 50 (36%) indicated that they were now receptive to the vaccine, while 89 (64%) remained hesitant	The researchers recommend that other effective educational initiatives should be developed and implemented in other populations as well.	This source supports the proposed project and intervention since it showed that an education initiative through a workshop led to improved willingness to take covid-19 vaccine.
Miller, J. D., Ackerman, M. S., Laspra, B., Polino, C., & Huffaker, J. S. (2022). Public attitude toward Covid‐19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. The FASEB Journal, 36(7). https://doi.org/10.1096%2Ffj.202200730	Article title: Public attitude toward Covid‐19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. Year of publication: 2022	The aim of this study was to explore how various factors, such as education and covid-19 understanding, impact vaccine uptake.	The study was a quantitative study.	The study was also conducted in the US. A total of 3141 participants were recruited to take part in the study.	The intervention was education about covid-19 and vaccines.	Data was collected through the use of a survey.	The researchers found out that the level of education and knowledge about vaccines heavily impact vaccine uptake.	The researcher recommends that professionals should use relevant strategies to help increase individuals’ knowledge regarding vaccines.	This source also supports the proposed EBP as it shows that improved knowledge regarding education leads to an improved willingness to take vaccines.
Piltch-Loeb, R., Su, M., Hughes, B., Testa, M., Goldberg, B., Braddock, K., … & Savoia, E. (2022). Testing the Efficacy of attitudinal inoculation videos to enhance COVID-19 vaccine acceptance: quasi-experimental intervention trial. JMIR Public Health and Surveillance, 8(6), e34615. https://doi.org/10.2196/34615	Article title: Testing the Efficacy of attitudinal inoculation videos to enhance COVID-19 vaccine acceptance: Quasi-experimental intervention trial Year of publication: 2022	The purpose of this research was to explore the efficacy of attitudinal videos as a form of education enhancing Covid-19 vaccine acceptance.	The study design employed in this research was quantitative	The study was conducted in the USA. A total of 1991 participants were recruited to take part in the study	The intervention used in the study was a series of 30-second inoculation videos which carried content on covid-19 vaccines.	The researchers collected data through the use of questionnaires and surveys.	The intervention groups were more willing to take covid-19 vaccine than the control group showing that the interventions were effective.	The researchers recommend that  Online dissemination of these videos could be a viable strategy to increase vaccine uptake and can be tried more broadly. Videos that use attitudinal inoculation to combat COVID-19 vaccine misinformation should be tested with a broader audience beyond the United States and on social media platforms.	This source supports the proposed solution since it shows that the educational intervention delivered through videos was effective in improving the participant’s willingness to take covid-19 vaccine.
Davis, C. J., Golding, M., & McKay, R. (2022). Efficacy information influences the intention to take the COVID‐19 vaccine. British Journal of Health Psychology, 27(2), 300-319. https://doi.org/10.1111/bjhp.12546	Article Title: Efficacy information influences intention to take COVID‐19 vaccine Year of publication: 2022	The purpose of this research was to explore if directly contrasting the high efficacy of Covid-19 vaccine with lower efficacy of the annual flu vaccine would increase an individual’s willingness to take covid-19 vaccines.	The researchers used a quantitative research design	This study involved a total of 481 participants with different knowledge levels regarding covid-19 vaccination.	The intervention used was education which was delivered through simple messaging.	Data was collected through the use of questionnaires	Providing information about the safety and efficacy of the new COVID-19 vaccines resulted in vaccination intentions that were, on average, 0.39 standard deviations (SDs) higher than those in the no information condition	The researchers recommend that educational approaches should be part of interventions used to improve patients’ willingness to use vaccines.	This study supports the proposed solution as it has shown that the use of educational intervention was key in increasing individuals’ willingness
Argote, P., Barham, E., Daly, S. Z., Gerez, J. E., Marshall, J., & Pocasangre, O. (2021). The shot, the message, and the messenger: COVID-19 vaccine acceptance in Latin America. NPJ Vaccines, 6(1), 118. https://doi.org/10.1038/s41541-021-00380-x	Article title: The shot, the message, and the messenger: COVID-19 vaccine acceptance in Latin America Year of publication: 2021	The purpose of this research was to explore the impact of a vaccine campaign in the form of education in shifting the willingness of individuals to take the Covid-19 vaccine.	The study design used is quantitative	The study was conducted in Latin America, and a total of 2000 adult individuals took part.	The intervention used was education which took the form of education campaigns	Data were mainly collected through a vaccine survey	citizens preferred Western-produced vaccines but were highly influenced by factual information about vaccine efficacy. Vaccine-hesitant individuals were more responsive to vaccine messengers with medical expertise than political, religious, or media elite endorsements	The researcher recommends that educational campaigns should be used to reach as many people as possible to improve vaccine intake	This article supports the in propose intervention since it has shown that educational campaigns positively influence individuals’ willingness to take covid-19 vaccine.
Santos, H. C., Goren, A., Chabris, C. F., & Meyer, M. N. (2021). Effect of targeted behavioral science messages on COVID-19 vaccination registration among employees of a large health system: A randomized trial. JAMA Network Open, 4(7), e2118702-e2118702. Doi: 10.1001/jamanetworkopen.2021.18702	Article Title: Effect of targeted behavioral science messages on COVID-19 vaccination registration among employees of a large health system: a randomized trial Year of Publication:  2021	The purpose of this study was to evaluate the impacts of messages that target behavior on vaccination registration and acceptance.	The study employed a quantitative approach.	This study was conducted in the US, and a total of  9723 participants were recruited to take part in the study.	The intervention used was educational messages targeting behavior	The data was collected through the use of emails and a survey	The use of the intervention led to increased numbers of individuals who registered for vaccinations which indicated that the intervention was key in increasing willingness to take covid-19 vaccine	The researchers recommend that education forms part of the approaches used in persuading individuals to register for vaccination	This article supports the intervention since it shows that the educational messages positively impacted vaccine uptake.

 

 

 

References

Argote, P., Barham, E., Daly, S. Z., Gerez, J. E., Marshall, J., & Pocasangre, O. (2021). The shot, the message, and the messenger: COVID-19 vaccine acceptance in Latin America. NPJ Vaccines, 6(1), 118. https://doi.org/10.1038/s41541-021-00380-x

Davis, C. J., Golding, M., & McKay, R. (2022). Efficacy information influences intention to take COVID‐19 vaccine. British Journal of Health Psychology, 27(2), 300-319. https://doi.org/10.1111/bjhp.12546

James, E. K., Bokemper, S. E., Gerber, A. S., Omer, S. B., & Huber, G. A. (2021). Persuasive messaging to increase COVID-19 vaccine uptake intentions. Vaccine, 39(49), 7158-7165. https://doi.org/10.1016/j.vaccine.2021.10.039

Jensen, U. T., Ayers, S., & Koskan, A. M. (2022). Video-based messages to reduce COVID-19 vaccine hesitancy and nudge vaccination intentions. PloS One, 17(4), e0265736. https://doi.org/10.1371/journal.pone.0265736

Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363

Miller, J. D., Ackerman, M. S., Laspra, B., Polino, C., & Huffaker, J. S. (2022). Public attitude toward Covid‐19 vaccination: The influence of education, partisanship, biological literacy, and coronavirus understanding. The FASEB Journal, 36(7). https://doi.org/10.1096%2Ffj.202200730

Motta, M., Sylvester, S., Callaghan, T., & Lunz-Trujillo, K. (2021). Encouraging COVID-19 vaccine uptake through effective health communication. Frontiers in Political Science, 3, 630133. https://doi.org/10.3389/fpos.2021.630133

Piltch-Loeb, R., Savoia, E., Goldberg, B., Hughes, B., Verhey, T., Kayyem, J., … & Testa, M. (2021). Examining the effect of information channel on COVID-19 vaccine acceptance. Plos One, 16(5), e0251095. https://doi.org/10.1371/journal.pone.0251095

Piltch-Loeb, R., Su, M., Hughes, B., Testa, M., Goldberg, B., Braddock, K., … & Savoia, E. (2022). Testing the Efficacy of attitudinal inoculation videos to enhance COVID-19 vaccine acceptance: quasi-experimental intervention trial. JMIR Public Health and Surveillance, 8(6), e34615. https://doi.org/10.2196/34615

Santos, H. C., Goren, A., Chabris, C. F., & Meyer, M. N. (2021). Effect of targeted behavioral science messages on COVID-19 vaccination registration among employees of a large health system: a randomized trial. JAMA Network Open, 4(7), e2118702-e2118702. Doi: 10.1001/jamanetworkopen.2021.18702

 

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The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

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I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

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Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource