Changes made are both bolded and put into italics
Part I. Community Guide Update and Rationale for Intervention
Table 1: Recent Evidence Regarding the Gardasil HPV Vaccine
| Author and Year | Intervention Setting Description, and Comparison Groups | Study Population, Description, and Sample Size | Effect Measure (variable) | Results, Test Statistics for Significance | Follow-up Time |
| Damme et al., 2016 | This phase III clinical trial study was looking at the immunogenicity and safety of the HPV Vaccine in men ages 16-26. The HPV vaccine has widely been available for women as it mainly targets cervical cancer; however, the vaccine has become of increasing importance for men as well as they serve as the carriers for man harmful side effects of HPV. This study was comparing men when received the 9-valent and to the control quadrivalent HPV vaccine to look for to elicited immune response that could be negative or detrimental to men’s health. | This study enrolled 500 participants from Germany, Belgium, and the Netherlands to participate in this stage III safety study. The study was double-blind, randomized, and controlled. Participants had to be greater than 16 years of age and younger than 27. Individuals received the 3-dose vaccine at months 0, 2, and 6. Blood samples were taken prior to fist vaccine and at month 7 to be compared pre and post vaccination and allergic reactions were monitored closely. | The GMT, geometric mean titres, was the main form of effect measure for this trial. This measured the amount of HPV antibodies present in the participant after the study. A baseline of 0.5 GMT was set and anything higher was seen as a stronger correlation to a higher number of antibodies present in the blood. | At month 7, it was shown that GMT was numerically consistently higher for younger populations which lends to the trend of being vaccine earlier in order to have a higher success rate with. 16-17 year old had an average GMT of 2763.5 across the HPV strains while 18-26 year old had average of 1650 GMT. The main strain of HPV, HPV-16 had serotype positive sample of 100% (95% CI: 98.4-100.00) for the 9-valent strain. The biggest difference in the control and experiments group was with HPV-52 where 9-valent has 98.4% positive (95% CI: 98.4-100.00) compared to the control of 2.5% positive (95% CI: 0.9-5.5). | Participants were followed up after each vaccination at months 0, 2, and 6. After the final vaccination, they returned for final analysis at month 7 for blood sample collection. Participants were free to contact the researchers if problem or allergic reactions to the samples occurred. |
| Ladner et al., 2012 | Gardasil Access Program (GAP) aims to provide free HPV vaccines to low income populations. Those meeting the characteristic of a underserved population are eligible for 3 doses of Gardasil. | GAP was brought to low income populations to give HPVvaccines to both females and males of reproductive age (9-13 years old). This program was implemented through 3 school-based delivery methods, 2 health-facility based methods, and 3 mixed facility methods. | Two indicators were calculated for those who received the vaccine. Coverage and adherence to the entirety of the 3 dose program. | Eight program in seven different countries used this program for a total of 87.580 boys and girls. 76,983 received all three doses resulting in 87.8% vaccine coverage. The number of vaccine site and program coverage were positively correlated (p-value 0.29).Mixed facility sites had a higher coverage as well with 93.8% coverage. | This program ran from 2009-2011 and during that time participating institutions were require to submit a report when they concluded the program. This report outlines the number of children treated, the amount of doses, and community reactions. |
| Reiter et al, 2011 | This study was an educational intervention that was conducted in Guilford County, North Carolina. Reiter et al., 2019 states that educational programs that are aimed at increasing the knowledge on HPV and the HPV vaccine; however, there have been few education Intervention due to this vaccine only becoming more popular in recent years. Control groups were those who did not attend the educational session while the intervention groups were those who did attend. | The studypopulation was a combination of parents, healthcare staff, and school staff that totaled 950 study participants that lived in Guilford County, North Carolina. The program designed a PowerPoint presentation that gave information about HPV, the HPV vaccine, HPV prevalence, dosage schedule, and insurance questions regarding the vaccine. The sessions last 30 minutes each and then there was an allotted questions time. Each participant was given a handout to go along with the informational session. Participants were survey pre and post intervention to gather the amount of information learned and attitudes changed. | The study compared amount of knowledge on HPV and HPV vaccine, the attitude towards the vaccine, the objectivity towards the vaccine, and the support for school-based educational programs. Data was compared to each participant answer pre intervention. The control group served as the baseline. | The results from this study showed that there was little objectivity towards HPV and the vaccine to begin with. With educational programs, pre-intervention surveys showed that 80% of participants thought that school-based education was the right method while 91% of post-intervention particpants through it was the right choice (p<0.001). On a 10-point scale, parents rated their knowledge at a mean of 5.69 pre-intervention and a 9 post-intervention (p<0.001). | While no follow-up was listed for the program after the post-intervention surveys were collected, the program itself ran for 2 years during 2008 and 2009 and conducted the information session at local middle school in Guilford County, North Carolina. |
The Center for Disease Control (CDC) recommends that the Human Papillomavirus Virus (HPV) vaccine be administered to both males and females ages 11-21 years old with a three-dose cycle. Damme et al., 2016 and Ladner et al., 2012 both recommend that males need to be vaccinated, even if they have been previously exposed to one of the HPV strains. From their studies, it has been shown that education increases the uptake of HPV vaccination in men and that there are no serious medical side effects when men receive this vaccine. The HPV vaccine in males protects against many oral cancers, genital warts, sexual transmitted cancers, and prevents the vector for spreading certain cervical cancers that are associated with HPV-16 and 18. With the interventions outlined above, the HPV vaccine had a near 100% success rate in men and vaccine coverage neared 90% when educational programs were put into place. All studies supported the safety and efficacy in males receiving the Gardasil vaccine and strongly recommended its place in the normal vaccination schedule when supplemented with education based off the experimental evidence.
After close inspection and careful consideration of each of the above studies, it is still strongly recommended that males receive the Gardasil vaccine to protect against HPV. As with most new vaccination programs, there is bound to be hesitancy through lack of knowledge of fear of the unknown. These studies aim to negate this fear and bring forth a breadth of information to fill these gaps as each one of them shows. With Damme et al., 2016, this clinical trial study was examining the effects of the Gardasil 9-valent vaccine in men. Through their data, they showed that men do not have any negative biological predispositions to the HPV vaccine and that efficacy is similar when compared to control groups. There was a higher uptake of the vaccine in younger populations, signaling that vaccinations needed to be started early as biological possible (reproductive age). Ladner et al., 2012, showed similar results as the previous study; however, they examined external, educational factors as a way to promote vaccination among both males and females. This group of researchers used a series of school-based delivery, health-facility delivery, and mixed facility delivery methods to educate parents and patients about the positive aspects of Gardasil. They were able to achieve a higher vaccination success rate through mixed facility use as they were able to target both school and health facilities to achieve maximum exposure. Finally, Reiter et al., 2011 claimed that there are already low levels of opposition to the HPV vaccine and that after educational interventions, parents were 97% supportive of school-based educational programs while school staff were 85% in favor of these programs. They see vaccine educational programs as a simple yet effective strategy to garner support for vaccines. Overall, these interventions paired with the long-term health benefits of HPV preventions prove that Gardasil vaccination in men is a worthy and financially sound health decision to make when formulating their vaccine schedule.
Part II. Theoretical Framework and Model
The Theory of Reasoned Action (TRA) suggest that a person’s health behavior is determined by their intention to perform a certain behavior. This theory is based around personal attitude and perceptions toward a behavior that is a result of their social and environmental surroundings (Ajzen, 1991). This theory would be effective in implementing health promotion and disease prevention strategies in order to increase the use of Gardasil HPV vaccine in men as it has been shown effective in changing public perception on medication compliance and drug use. The theory of reasoned action uses behavior, intentions, attitude, subjective norms, and external variables as constructs in order to persuade individuals to perform a certain task. The Gardasil HPV vaccine revolves around a lack of intention and behavior to obtain the vaccine that is based on off subjective norms that this vaccine is only for females. If we can affect the environment the men live in and show that these preconceived notions are hindering the overall personal health, then we can use the theory of reasoned action to intervene in a positive manner.
Attitude construct refers to the extent in which an individual has a favorable or unfavorable evaluation of a behavior that is of interest. The individuals consider the outcome that are possible with or without the intervention when they are performing the behavior. When receiving the Gardasil HPV vaccine, patients and parents need to consider the outcomes that could be possible if safe sex is not practiced and HPV is contracted and the impact that it could have on their overall attitude and opinion of Gardasil.
Behavioral Beliefs and Intention construct revolves around that the stronger intention that one has to perform the behavior, then the more likely that this behavior will be performed. This revolves around the self-fulfilling prophecy in that the more that you think of a behavior, the more likely you are to accept the behavior. Part of my intervention is to promote a positive behavior belief through the self-fulfilling prophecy in that if you want to have a clear state of mind in terms of overall health, then you will take the steps necessary to achieve it. This directly relates to the underlying behaviors of receiving the Gardasil vaccine as you have a health-centered mind then you are more likely to receive the Gardasil vaccine to protect your mind and body from external harm.
Subjective Norms construct falls under what most approve or disapprove of a certain behavior. This leads to individuals adopting certain social norms among groupsthrough the concept of peer pressure. This intervention strategy looks to negate the effect of peer pressure and discrimination against receiving the Gardasil vaccine by instilling in them education material that aids in a positive behavior that has mass approval.
Social Norms construct differs from subjective norms in that these are customary and cultural behaviors that a larger group of individuals hold. These social norms are considered normal for that larger group of individuals. One challenge with this intervention strategy is the pushback from anti-vaccine groups and how to overcome that social norm. For HPV, the social norm is for females to receive the vaccine and for males to be exempt due to not being able to contract cervical cancer. By looking at social norms and changing the perception, the uptake would increase in males which would in turn protect a larger population from other deadly HPV symptoms. One way this intervention plans to overcome this is stressing the hard outcomes obtained through positive reinforcement.
Motivation to Comply and Perceived Power construct refers to the conceived power and presence of factors that may either facilitate acceptance or impede with the desired behavior. More motivation to comply has a positive correlation with more perceived power. My intervention plan looks to give more power to the individuals over their body which allows them to have the confidence needed to obtain the Gardasil vaccine.
Perceived Behavior Control is the final construct that revolved around the perceived difficulty to perform the behavior of interest. This changes with each new situation, action, educational content, and interaction that you have the individuals. This is another challenging area of my intervention plan as the Gardasil vaccine requires three doses over six months. One way I am aiming to negate this is for easy vaccine schedule that revolve out the individual schedule, giving them power over when they have their appointments.
Part III. Logic Model, Causal and Intervention Hypotheses, and Intervention Strategies
For the intervention of males having positive thoughts on the Gardasil HPV vaccine, our target population is mainly men ranging from ages 9-13 but extending to those who are 14-21 and sexually active living mainly in Georgia. The World Health Organization (WHO), recommends that the Gardasil vaccine be administered before HPV is contracted, but due to the various strains of HPV, vaccination after contraction could still bring with it health-related benefits from other non-infected strains (Human Papillomavirus (HPV), 2019). Georgia is targeted due to the high proportion of students who live in rural areas where HPV vaccine is 11% lower than urban and suburban areas (Vaccination in Rural Communities, 2018). Educational and cost-effective interventions will be implemented targeting all males of sexual reproduction age. This intervention has the potential to be widely effective as the National Cancer Institute notes (graph 2) that only 30% of males received the Gardasil vaccine in 2017, stagnant growth from the 2016 data (HPV Immunization, 2018).
Table 2: Intervention Methods and Strategies
| Intervention Method | Alignment with Theory | Intervention Strategy |
| Increase knowledge on HPV and the symptoms and associated disease it can cause through educational outreach to parents and adolescences | The Theory of Reasoned Action (TRA) is based on behaviors and their intentions of completing actions. This intervention falls under both attitude and behavioral beliefs and intentions. If participants involved in this intervention can come to the realization that sexually transmitted diseases are only becoming more prominent and dangerous in nature, then they could change their attitude about this vaccine. In addition, we can assert and compete their self-fulfilling prophecy to want an achieve a healthy mind and body. | The first step in changing attitude and behaviors in both adolescences and parents on the Gardasil vaccine is to start with a grassroots education campaign. This will be in conjunction with the school nurse and local health departments. Each will hold educational meetings with parents and children during each doctor visit and provide them with knowledge of Gardasil and HPV. Once all individuals are educated on the positive aspects of Gardasil and negative aspects of HPV, there attitude and behavioral beliefs will be altered. |
| Create subjective norms that foster a healthy body and conscious | This intervention method revolves around the premise that there are subjective norms in our society that first must be overcome in order for interventions and intended behaviors to be achieved. Normative behaviors that are entrenched in a society and in-group are hard to overcome, but once they have been, the behavior being presented becomes a norm of the group. Subjective norms include peer pressure to be as sexually active as your friends and the mindset that Gardasil is for women only. | To change entrenched subjective norms in teenagers, we will deploy a school-based marketing and visual advertising approach. Visuals and marketing material will be distributed throughout the school showing both the positive aspects of receiving Gardasil, images of happy and healthy males, and confident individuals. The school nurse and local health departments will also play a active teaching role in this intervention strategy. By projecting the positive image of a healthy body and mind, groups are more likely to change subjective norms to allow for this change. |
| Create an intervention plan that is tailored for each individual male participant | Part of TRA is the belief that you have a perception of power which will lead them self to a more thoughtful and positive approach to the behavior at hand. By instilling in the individual that they ultimately have the final call and to give them control of their bodies show them that they have the power to do what they choose to do. This excess of perceived power lends strongly the them accomplishing the behavior which you have outlined for them. | Ultimately, if all goes well, the intervention strategies will be successful and lead to individual actively seeking out Gardasil. It is at this point that we will deploy the intervention strategy to give them power to this process. This includes setting up meeting on their time and have ample time to answer any lasting questions. A vaccine schedule that fits their schedule will be used. This intervention is about making this a seamless process that is fully integrated into their everyday life. |
Table 3: Intervention Logic Model
| Inputs/Resources | Activities | Outputs | Short-term Outcomes | Intermediate Outcomes | Long-term Outcomes |
| Funding for this intervention will be provided through the joint effort of the Public Health Department in each county and through the District School System. Additionally, an Immunization Action Coalition (IAO) Grant will be applied for to expand the intervention and thus the impact. Funding will be used for educational material and pamphlets, advertising campaigns given to schools and doctors offices, and for the creation and implementation of an educational workshop on Gardasil and HPV for physicians and school nurses. Educational workshops will be created and given online by program promoters tophysicians and school nurses to allow for ease and a higher attendance rate. These promoters will be the same individuals to serve as the patient liaisons in the last portion of this program. | The first activity revolves around an education campaign that Is targeted out both adolescents and parents. Both physicians school nurses will act as a source or educationof Gardasil and HPVwhen then interact with both students and parents. The next activity is a fully immersive advertising and marketing campaign to bring about a cultural of young men that is receptive to this vaccine. The last activity is each patient being given a liaison to create a schedule and timeline that allows them to have a peace of mind and power of the situation. | Since this is mainly a grassroots education intervention, the majority of the outputs will be in that of verbal education that is supplemented with paper educational material. 1 overall workshop will be created and given to physicians and school nurses in the format of an online class. Each school that is participating will be given 10 flyers and one banner per school to advertise as part of the marketing campaign. Finally, each doctor’s office and nurse will be given 15 flyers and brochures each to give to parents and patients as they ask questions about the Gardasil vaccine. | The first short-term outcome is to change the negative attitude that males and parents have on Gardasil. The basis of this intervention is to be successful in changing this predisposed hesitancy. The second short-term outcome is to change the subjective norms that adolescent males have. By changing this subjective norm, we can show them that they can be still be strong and tough, while making smart health decisions. The last short-term outcome deals with giving power tothe patients by letting their voice and concerns be heard. This gives them a power in the decision-making process. | An intermediate outcome would be to increase the behavior of males and thus the action of receiving the Gardasil vaccine to prevent the infection of HPV during their adult life. | A long-term outcome associated with this invention plan would be a significant increase in males being vaccinated for HPV with Gardasil and a significant reduction in HPV cases and the secondary infections and cancers that are common with this virus. |
Intervention Hypothesis
- Educational materials for both parents and physicians will lead to an overall increase of knowledge around HPV and the recommendation by the CDC for males to receive the Gardasil vaccine to stop the spread of more serious and complicated health concerns.
- School-based marketing and advertising approach will lead to a decrease in current subjective behaviors by instilling in each male the sense of health self-actualization and the need for a healthy body.
- Personalized schedules will lead to an increase in perceived power for the individuals and a higher level of motivation to comply with the intended behavior.
Casual Hypothesis
- Increasing awareness of HPV and the recommendation for males to receive the Gardasil vaccine will lead to increased positive behavior to receive the Gardasil vaccine to protect them from HPV now and later in life.
- Positive behavioral beliefs and the self-fulfillment of having a healthy body will lead to a change in socially accepted norms and an increase in a positive behavior towards Gardasil in males.
- An increase in power in the decision-making process will lead to a significant increase in the number of positive Gardasil behaviors due to the feeling of control.
Smart Objectives
Goal 1: Increase student’s knowledge on HPV and Gardasil
- Outcome Objective 1.1: After 6 weeks post-intervention, 75% of students will be able to distinguish between what are HPV signs and symptoms and what is not from coming into contact with educational material
- Outcome Objective 1.2: Upon completion of the program after 10 weeks, students will be able to list the pros and cons of the Gardasil vaccine.
Goal 2: Alter accepted social norms through marketing and visual aids
- Outcome Objective 2.1: 90% of participants will recall seeing and remembering educational content on HPV and the Gardasil vaccine in school or the community at 6 weeks post intervention
- Outcome Objective 2.2: 75% of participants will label getting the Gardasil vaccine as “socially acceptable” at 10 weeks post-intervention
Goal 3: Evidence of power in the situation increases Gardasil vaccine uptake in participants
- Outcome 3.1: 95% of those starting the invention will complete all 3 doses within 6 months after the first vaccination
- Outcome 3.2: 80% of individuals who successfully completed the vaccine regiment will report a strong sense of perceived power in the decision-making process.
Goal 4: Evidence in a change of behavior and attitude towards Gardasil
- Outcome 4.1: By week 6, participants will either agree or strongly agree with the statement that the Gardasil vaccine will lead to a healthier, safer life
- Outcome 4.2: By week 10, 50% of participants will be enrolled in a Gardasil vaccine program
Part IV. Evaluation Design and Measures
| Stakeholder | Role in Intervention | Evaluation Questions from Stakeholder | Effect on Stakeholder of a Successful Program | Effect on Stakeholder of an Unsuccessful Program |
| Adolescents | Program participants and target market | How will my positive participation affect my overall health and prevention of HPV? If I do not get this vaccine, can I still live a healthy life? Why was the vaccine recommended for females and only recently for males? Will my body be affected in a negative way if I get this vaccine? | A decrease in HPV contraction will decrease which will lead to an increase in a positive health image for adolescents. The participant will be able to live a worry-free life knowing that they are protected from a sexually transmitted disease. | No change is witnessed, and the levels of HPV continue to increase, and the mortality rates of cervical cancer increase as a byproduct. An increased risk of genital warts and other physical external symptoms appear as a result of unsafe sexual practices. |
| Parents | Legal guardians and decision makers for program participants | How should I be involved in the overall decision-making process? Do I ultimately have the final decision to my child’s health? What am I supposed to do if my child wants this vaccine, but I do not approve? How will this vaccine affect my child’s overall health? Are there any severe or rare symptoms associated with this vaccine? | A clear mind and conscious over the health of your child as they grow older and move away from home Confidence in this program and vaccine when their child is protected from life-altering diseases | A heightened sense of worrying over the health implications that your child’s action may have on their body Failure to trust vaccines for other disease in the future Dislike for educational programs that target other health issues in schools |
| Program Educators and Coordinators | Implement educational factors of program | What is the educational content of the program that needs to be effectively delivered? What is the best method to achieve this? How will I determine the most effective way to teach this information? What do I do when a student or parent is not compliant? | Motivation to seek out new ways to continue to educate participants through interactive ways Seek out new enrollees and additional funding to expand the program | A fundamental reworking of the educational aspects will be necessary to address mistakes that occurred Lack of confidence in the work that they are doing |
| Physicians | Implement health factors of program | How will the health of my patients be affected in the future? Will this intervention benefit my practice any? What do I do when a participant starts the vaccine but does not finish? How will HIPPA guidelines be implemented in here to ensure the privacy of my patients | Less patient complications for avoidable diseases such as many oral cancers, genital warts, and other sexually related manifestations of HPV An increase in patients to your practice for other health program or check-ups Free publicity for your practice in the community by serving as a participant in a successful program | Wasted time and money by pouring into a program that offered no benefits to you or your practice Bad name in the community due to failing to provide the resource that they said they would |
The outcome for this intervention plan will be a group randomized control study. There will be two groups of male participants where one will serve as the control group and one as the intervention experimental group. In the experimental group, they will receive the educational pamphlets that are supplied to the schools and the health departments and experience the visual marketing camping. The control group will receive the same educational pamphlets and material as the experimental group, but they will not have the visual marketing campaign in their school. In order to keep a control group, males will be the only individuals surveyed to look at the target population outlined. For the design, there will be multiple post-interventions surveys for each group to assess the progress and the impact of the program.
R O1 TX O2 O3 (Intervention group)
R O1 O2 O3 (Control Group)
O1: Pre-intervention survey given to understand the baseline of HPV knowledge and social norms.
O2: Post-intervention test given at 6 weeks
O3: Post-intervention survey given at 10 weeks
By having these parameters, this allows us to measure the participants willing to change behaviors based off of whether just educational materials are an effective vehicle for change or does adding a visual sense of health change the overall attitude surrounding the behavior. A pre-intervention survey will be administered to test the knowledge of HPV and Gardasil as well test for what participants feel are the norms in their society using quantitative measurements. This test will assess 1.) the participants knowledge of HPV 2.) social norms that they abide by 3.) how they see power as reason for behavior change.
A post-intervention survey will be administered at 6 weeks and then again at 10 weeks to determine the effectiveness of the intervention strategy and how long it takes change to social norms to occur, if they do. This post intervention test will be identical to the one received before the invention began. Students will be given an anonymous code to be used throughout the whole process to keep tract of individuals scores and to keep health information private.
Threats to Internal Validity
With the study implementing a randomized experimental design, schools will be split randomly into either the control or experimental groups. The control groups should produce a baseline from which the experimental groups change will be based off of. With this randomization, it maximizes internal validity; however, there are still threats that could introduce bias into this intervention. These threats mainly include attrition. Attrition is a concern with any study design, but less likely of a problem for this study due to the randomized group structure. By using the school-based delivery method, we are less likely to have loss to follow-up unless student move out of that school into a new school. While we are less likely to have this occur, differential attrition can occur between the experiment and control groups which can skew results and lead to less significance. Since the control group is not receiving the intervention, they are less likely to stay part of the program due to having no incentive being given to them. To mitigate this, mixed survey delivery methods will be used. Both in persona and online surveys will allows the control group to have interaction with the program coordinator and thus lead to less differential attrition.
While these are threats, the combination of a pre and post survey looks to mitigate these issues, and since students are given an anonymous code, we can look at answer over a timeframe to check for consistency and accuracy.
| Short-term or Intermediate Outcome Variable | Scale, Questionnaire, Assessment Method | Brief Description of Instrument | Example item (for surveys, scales, or questionnaires) | Reliability and/or Validity Description |
| Increase the knowledge of the CDC recommendation for males to receive the HPV Gardasil vaccine and increase in the knowledge of HPV | A survey that asks about the signs and symptoms of HPV and the point of the Gardasil vaccine | The survey has two sections, one for HPV and one for the Gardasil vaccine. For HPV, questions will relate to which health conditions can be a result of HPV such as cervical cancer, how males can carry the disease, and complications associated. For Gardasil, questions will be asked about he frequency and effectiveness of the vaccine in males. | “How many doses of Gardasil are recommended by the CDC for men?” “How many doses of Gardasil are recommended by the CDC for women?” | A 93.6 percent of those surveyed were aware of both HPV and the HPV vaccine. White individuals were more aware at 97% compared to African American individuals at 89% (p>0.1). This data will serve as the baseline for this study. |
| Increase the self-fulfillment of male adolescents through monitoring the change of social norms | Continuing Education (CE) has been shown to change and alter social norms (Becker and Gibson, 1998). Use a perceived behavior control survey to assess personal norms. | The significant predictor variables, attitude and subjective social normsurrounding vaccines. The test will look at correlation between personal norms and perceived behavior along with the explanatory role that attitude and beliefs play in overall vaccine attitude. | “Do those that surround me influence my personal health decisions?” | This study has a R2predictor of .46 which was validated through a within-study replication for a significant predictor variable of attitude and social normal. |
| Improve sense of power through developing time management and personalized vaccine schedules | A 96 data set questionnaire will be used that shows key variables between predictors of planned behavior, perceived control, and actual behavior manifestation (Albattacin et al., 2001). | This section includes a series of Likert scale questions that determine how power plays a role in health behaviors and outcomes. Answer choices reflect how much a sense of power of the situation played in their behavior change. | “If I have perceiveed power over my health decision, I will be more likely to obtain the behavior? | In this survey conducted, they determined that their results were consistent with theory of reasoned action. behavioral control had r.-.45, and actual behavior r.=25 |
Part V. Process Evaluation and Data Collection Forms
A. Recruitment and Enrollment
Gardasil and HPV Educational Program for Adolescent Males
Physician Recruitment
Dear Dr. _________,
The University of Georgia School of Public Health is currently conducting an educational intervention in partnerships with the Health Promotion student. We invite you to be a fundamental part of this program in helping educate and raise awareness for the human papillomavirus (HPV) and the preventative Gardasil vaccine in males. This program targets males that range from 12-18 years of age and will include educational and visual health material being placed in the school system. We invite you and your medical practice to participate in this program by serving as the point of vaccine implementation and overall health education.
If your school system is interested in this program, then please return this form no later than June 10, 2019. If interested, we will hold an educational session via zoom on June 25, 2019 at 12 p.m. in the afternoon. If you have any concerns, please reach out to us at gardasileducatino@uga.edu.
Sincerely,
Gardasil Intervention Program Lead
University of Georgia School of Public Health
| Physician office in which School District | Name of Physician | Contact Phone Number | |
Gardasil and HPV Educational Program for Adolescent Males
School Recruitment
Dear _________ School System,
The University of Georgia School of Public Health is currently conducting an educational intervention in partnerships with the Health Promotion student. We invite you to be a fundamental part of this program in helping educate and raise awareness for the human papillomavirus (HPV) and the preventative Gardasil vaccine in males. This program targets males that range from 12-18 years of age and will include educational and visual health material being placed in the school system. Students and their parents will have the opportunity to enroll in a vaccination program during the intervention program.
If your school system is interested in this program, then please return this form no later than June 10, 2019. If interested, we will hold an educational session via zoom on June 25, 2019 at 12 p.m. in the afternoon. If you have any concerns, please reach out to us at gardasileducatino@uga.edu.
Sincerely,
Gardasil Intervention Program Lead
University of Georgia School of Public Health
School Enrollment Form
| School District Name | School Name a | School Contact Name | Contact Phone Number | Number of Males ages 12-18 |
Gardasil and HPV Educational Program for Adolescent Males
Student Enrollment with Parental Consent
Dear Parent/Legal Guardian,
In partnership with [School District], we are conducting an educational intervention on HPV and the Gardasil vaccine in males. It is out hope that your child will participate.
This program based off of school-based education and visual marketing cues to bring a healthy persona to your child. Their participation will include a pre-intervention survey and two post-intervention surveys. All information collected is kept completely confidential and will only be used for assessing the impact of educational programs on overall HPV and Gardasil acceptance.
If you agree to your child being a participant in this educational program, please fill out the form provided.
If you have any concerns or would like additional information on this program, please reach out to us at gardasileducatino@uga.edu.
Child’s Name: ______________
DOB: _______________
Parent/Legal Guardian Signature: __________ Date: _________
Parent/Legal Guardian Signature: __________ Date: _________
B. Attrition
Upon approval from the legal parent/guardian, students will be asked to complete an info sheet before they are given the pre-intervention survey. This sheet will used to use to collect participant information and will be compared to data obtained at the end of the program. Each student in given a unique Participant ID.
Participant Information Form
Form #: XXX
Name (First, M, last) : _____________________
DOB: __________
School Name: ____________
Home Address: ______________________
Parental Guardian Name: ______________
Parental Guardian Phone Number: ______________
Does your parents have plans to move during this school year? Circle one: YES NO
Since this program is a passive educational program, data is not kept on a participant level of if they interacted with the marketing and educational material since it is on a school wide basis. Data will be kept on if a school was given the educational intervention or served as a control.
| School Name | School Contact | Given educational and marketing material? |
C. Fidelity
After the 10-week course of this program, stakeholders will be asked questions that pertain to them in order to determines the overall fidelity of the program.
| Program Components and Outputs | Achievement |
| Online Educational Workshop | |
| Was the educational workshop completed? | Yes/No |
| Were both physicians and school staff present? | Yes/No |
| Was the content related to HPV and Gardasil? | Yes/ No Explain: |
| Were there any technical difficulties for the online class? | Yes/No If yes, were they resolved in a timely manner? |
| What was the average rating of the workshop by the attendees on a scale of 1-5? (1-very bad; 5- very good) | Score: Feedback on Instructor: |
| Visual Aids and Marketing in Schools | |
| Were educational flyers and pamphlets given to schools and physicians’ offices? | Yes/No |
| Were marketing and visual materials placed for viewing in schools part of the educational group? | Yes/No |
| Were materials hung in the lunchroom, front entrance, and bus rider line? | Yes/No |
| Did any materials get destroyed during the 10 week program? | Yes/No If yes, was the material replaced? Yes/No |
References
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