Essay Sample on HPV Education and Vaccination

Introduction

Within the current healthcare organization, patients of ages 9-26 years who visit the clinic need to learn more about the Human Papillomavirus. As such, the nurses who provide education on human papillomavirus make a significant impact in increasing the number of patients vaccinated for the virus. Therefore, it is essential to confirm if patients who attend the education sessions get protected more compared to those who do not. This paper examines the issue of human papillomavirus and proposes changes which the healthcare organization could adopt to increase the number of patients vaccinated for HPV based on the evidence-based practice approach.

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The Evidence-Based Idea for a Change in Practice

The main objective is to examine whether educating the patients over 16 weeks would have a significant impact with regards to the number of vaccinated patients. The measurement indicator is the number of patients aged 9 to 26 years who turn up for the vaccination. Any change project requires proper communication to ensure that problems are resolved on a timely basis. Poor communication is an obstacle to the successful implementation of the change project. If the nurse providing education is a poor communicator, the patients will not be motivated enough to want to have the HPV vaccine (Salmond & Echevarria, 2017). Poor communication is a challenge experienced for a long time in the 16 weeks that the education and impact assessment would be carried out.

Lack of skills in monitoring and evaluation may be a severe obstacle in the change process initiated through HPV nurse education. Nurses are trained health professionals, but they are not trained in data evaluation and analysis, which can only be done by an expert in project management (Karasu et al., 2019). Lack of a skilled nurse in monitoring and evaluation may also be an obstacle since the change process may not be actively evaluated and monitored (Murphy et al., 2015).Steps for Successful Project Implementation

For successful implementation of the change, it would be necessary and evident for the nurse providing education to have an extra colleague who would help in identifying the factors used in evaluating change, including the number of patients who accept to have the HPV vaccine (Widman et al., 2018).

The extra colleague will help the colleague nurse provide education by collecting relevant data as training continues. For example, it would be necessary to capture the data of how many people attend the education session and how many patients show up for HPV vaccination as required. An analysis of each day, the HPV vaccination would be carried out throughout the weeks. Analysis of the data collected can help in the successful implementation of the change project (Karasu et al., 2019).

Project Implementation and Resources

The resources to be adopted in this project include interview questionnaires to see how the patients receive the information on the HPV virus. Posters meant to mobilize more patients to attend the HPV education sessions, and vaccination would also be printed. Advertisements would also help in sensitizing the public about what is happening in the facility (Karasu et al., 2019). Organization education forums for the community would require monetary resources and proper planning. The education programs would be a one-day event, thus require financial resources for facilitation.

Support Needed

The support needed includes the government's provision of more skilled health personnel to continue providing education on HPV vaccination (Murphy et al., 2015). If community health workers in the mobilization of patients who need to attend the education sessions can be beneficial, and the attainment of the ultimate goal at the end of 16 weeks would be easy.

Expected Project Outcomes

The primary project outcome is the expected increase in the number of patients who get the HPV vaccination. The practice is also aimed at determining whether the community will still need to be sensitized after the 16 weeks (Eltoum & Roberson, 2007). The secondary goal of the project is to increase the health literacy levels for the patients within the target group. The nurses in the facility should also be expected to be highly knowledgeable as a short-term goal. The time set for nurse HPV education at 16 weeks is not enough (Widman et al., 2018).

Timeline Adjustments

The project needs to have more time to ensure its effectiveness. Change is a slow process for people to accept fully and take it upon themselves to ensure that those of ages 9-26 years get vaccinated (Scott & Batty, 2016). If the project only runs for 16 weeks, there is a high likelihood that the community will still be reluctant to take up HPV vaccination (Karasu et al., 2019).

Project Summary and Significance to the Nursing Profession

Human papillomavirus (HPV) is an effective method of dealing with multiple types of cancers. It has been underutilized for long. The major obstacle to a successful implementation of HPV vaccination has been a lack of information on the target group of patients (Villanueva et al., 2019). Nurses can be active agents of providing information through education to patients in the target age group of 9 -26 years. The project will provide an opportunity for nurses also to learn more about the vaccine (Eltoum & Roberson, 2007). It will create awareness for nurses on the need to research more on matters related to the vaccine to be able to provide the right information. Nurses are expected to gain more skills in educating the community through the project, thus making them active agents of change (Philibert et al., 2019).

References

Eltoum, I. A., & Roberson, J. (2007). Impact of HPV testing, HPV vaccine development, and changing screening frequency on national Pap test volume: projections from the National Health Interview Survey (NHIS). Cancer Cytopathology: Interdisciplinary International Journal of the American Cancer Society, 111(1), 34-40.

Karasu, A. F. G., Adanir, I., Aydin, S., Ilhan, G. K., & Ofli, T. (2019). Nurses' knowledge and opinions on HPV vaccination: a cross-sectional study from Istanbul. Journal of Cancer Education, 34(1), 98-104.

Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Collaboration among DNP-and PhD-prepared nurses: Opportunity to drive positive change. Journal of Professional Nursing, 31(5), 388-394.

Philibert, I., Elsey, E., Fleming, S., & Razack, S. (2019). Learning and professional acculturation through work: Examining the clinical learning environment through the socio-cultural lens. Medical teacher, 41(4), 398-402.

Salmond, S. W., & Echevarria, M. (2017). Healthcare transformation and changing roles for nursing. Orthopedic nursing, 36(1), 12.

Scott, K., & Batty, M. L. (2016). HPV vaccine uptake among Canadian youth and the role of the nurse practitioner. Journal of community health, 41(1), 197-205.

Villanueva, S., Mosteiro-Miguens, D. G., Dominguez-Martis, E. M., Lopez-Ares, D., & Novio, S. (2019). Knowledge, Attitudes, and Intentions towards Human Papillomavirus Vaccination among Nursing Students in Spain. International journal of environmental research and public health, 16(22), 4507.