Nurse Educators Make Impact on HPV Vaccine Rates for 9-26 Year-Olds - Essay Sample

Introduction

Patients of ages 9-26 years that pay a visit to public clinics need to learn more about the Human Papillomavirus. Nurses who provide education on human papillomavirus make an impact and help in increasing the number of women who get vaccinated. The project confirms that women who attend the education sessions get protected more compared to those women who do not. The HPV Nurse Education project, which was a 16-week project, was an impactful evidence-based change project.

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Obstacles

The main objective is to see if nurse education to patients over the 16 weeks makes an impact. The measurement indicator is the number of girls aged between 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 was carried out.

Lack of skills in monitoring and evaluation was 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 was an obstacle since the change process was not active evaluated and monitored (Murphy et al., 2015).

Steps for Successful Project Implementation

For successful implementation of the change project, it became 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 theeduceducation sessation sessand how many patients show up for HPV vaccination as required. An analysis of each day, the HPV vaccination was carried out throughout the 16 weeks. Analysis of the data collected can help in the successful implementation of the change project (Karasu et al., 2019).

Project Implementation and Resources Used

The project implementation to date has gone for 13 weeks. The resources used included interview questionnaires to see how the patients receive the information on the HPV virus. Posters meant to mobilize more girls to attend the HPV education seminars and vaccination was printed. Advertisements help in sensitizing the public about what is happening in the facility (Karasu et al., 2019). Organization education forums for the community require monetary resources and proper planning. The education programs were not a one-day event, thus required financial resources for facilitation. The vaccines are donated, but the hospital facilitates the education materials and snacks for the attendees. It is meant to ensure that the attendance of the education sessions and vaccination of the women of ages 9-26. However, so far, over the last 13 weeks, the education sessions have been going on well uninterrupted (Eltoum & Roberson, 2007). There have also been higher numbers of women who want to know more about the HPV vaccination or to be vaccinated.

Support Needed

The support needed includes the government's provision of more skilled health personnel to continue proving the education on HPV vaccination (Murphy et al., 2015). The involvement onvolvement If community health workers in the mobilization of women 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 girls who get the HPV vaccination. The community still needs to be sensitized after the 16 weeks. The secondary goal of the project is to increase the health literacy levels for the women within the target group. The nurses in the facility will also should 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 is left at 16 weeks, there is a high likelihood that the community will still be reluctant to take up HPV vaccination.

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 women (Villanueva et al., 2019). Nurses can be active agents of providing information through education to women in the target age group of 9 -26 years. The project created an opportunity for nurses also to learn more about the vaccine. It created awareness to nurses on the need to research more on matters related to the vaccine to be able to provide the right information. Nurses gained more skills in educating the community through the project, thus making them active agents of change (Philibert et al., 2019).

Recommendation for Future Research

Future research needs to have more funding. It will help in bringing on board other professions such as social workers who can also be useful in community mobilization. Social worker's input can help increase the number of women willing to have the HPV vaccine.

Conclusion

Barriers such as language barriers need to get an address to make the future project more effective. Women who attend training experienced language barriers. In the future, there needs to be several nurse educators who can speak different languages. Sometimes patients understand well when strained in their mother tongue. It was, however, a very successful project. More women received the HPV vaccine as a result of the education. The project had measurable goals, which helped indicate if it was successful or not. Having more women vaccinated suggested that the project was impactful in the community, and the next project should have more time. There was a challenge of having children within the target age group come to the facility as some were still in school. It would be necessary for the project to have more funding to facilitate educations sessions in schools to target the young girls within their school set up. Cancer is a killer disease and can get prevention using preventative measures. Preventative measures such as HPV injection are more effective and cheap than curative measures.

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.

Widman, C. A., Rodriguez, E. M., Saad-Harfouche, F., Twarozek, A. M., Erwin, D. O., & Mahoney, M. C. (2018). Clinician and parent perspectives on educational needs for increasing adolescent HPV vaccination. Journal of Cancer Education, 33(2), 332-339.