| Literature DB >> 34589767 |
Zhaohui Su1, Dean McDonnell2, Jun Wen3, Ali Cheshmehzangi4, Junaid Ahmad5, Edmund Goh3, Xiaoshan Li6, Sabina Šegalo7, Michael Mackert8, Yu-Tao Xiang9, Peiyu Wang10.
Abstract
BACKGROUND: Health campaign interventions, particularly those tailored to the target audience's needs and preferences, can cost-effectively change people's attitudes and behaviors towards better health decision-making. However, there is limited research on how to best tailor seasonal influenza vaccination campaigns for young adults. Vaccination is vital in protecting young adults and their social circles (vulnerable populations like older adults) from the influenza virus and critical in shaping these emerging adults' vaccination habits in the long run. However, amid the prevalence of easily-accessible, attention-grabbing, and often malicious false and misinformation (e.g., COVID-19 vaccine conspiracy theories), it may be more challenging to develop vaccination messages that resonate with young adults well enough to attract their attention. Therefore, to bridge the research gap, this study examines young adults' preferences for seasonal influenza vaccination campaigns to inform effective intervention design and development.Entities:
Keywords: COVID-19; COVID-19, The coronavirus 2019; HPV, Human papillomavirus; Health campaign; Health messaging; Intervention; Message tailoring; Thematic analysis; Vaccination
Year: 2021 PMID: 34589767 PMCID: PMC8474560 DOI: 10.1016/j.bbih.2021.100261
Source DB: PubMed Journal: Brain Behav Immun Health ISSN: 2666-3546
Details of thematic analysis procedures.
| Stage | Details of the procedure |
|---|---|
| Familiarize with the data (Stage 1) | Carefully examine the data to gain a comprehensive overview Write down initial ideas while investigating the data Reflect on these ideas while (re)examining the data |
| Generate initial codes (Stage 2) | Reorganize ideas generalized in Stage 1 into preliminary codes Review initial codes based on the raw data Refine these codes based on re-emerging data points |
| Identify preliminary themes (Stage 3) | Organize existing codes into preliminary themes Refine themes while analyzing data Categorize data in accordance with existing themes |
| Review emergent themes (Stage 4) | Read and re-read the raw data to investigate the validity of the themes Further examine the preliminary themes with initial ideas generated at Stage 1 Map out all structured ideas and themes as an additional review procedure |
| Define and name themes (Stage 5) | Define the finalized themes Name the themes based on data and their preliminary definitions Finalize themes’ definitions and names |
| Produce the report (Stage 6) | Organize existing finding into a structured report Review the validity and soundness of the report Finalize the report |
Themes and direct quotes.
| Theme | Example Quote |
|---|---|
| Quality and balanced information | “I expect to receive information regarding both pros and cons of the product. A lot of health posters can be biased and neglect to share certain information. Testimonials would help claims be believable but it is difficult to determine the validity of testimonials.” |
| Relevant health contexts | “I expect to get a warning against something that could harm my health that I could possibly get, but I usually don’t. They’re usually just warnings that I don’t take notice of or respond to.” |
| Credible information source | “I expect to get information but I would prefer them to be government-sponsored and not company sponsored. If I see a company I feel like it’s just a ploy versus if it’s [the] government I feel like they’re promoting public health for the general welfare of society.” |
| Actionable messages | “Short but precise information about what the health issue is and how I can prevent it. I would also like to see where I can find the solution to what the health poster is promoting and not only talk about the issue in hand.” |
| Persuasive campaign design | “I expect them to tell me why I should do something in the time it takes me to walk by it. I didn’t look at the fine print though; I never do.” |
∗note: Square brackets are used to add words that are missing.
Fig. 1A schematic presentation of the themes identified.
Fig. 2An example seasonal influenza vaccination campaign (low-level fear appeal).
Fig. 3An example seasonal influenza vaccination campaign (moderate-level fear appeal).
Fig. 4An example seasonal influenza vaccination campaign (high-level fear appeal).