Abdul-Mutakabbir Jacinda C, Abdul-Mutakabbir Raheem, Casey Samuel J
Division of Clinical Pharmacy, Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California San Diego, La Jolla, CA 92093, USA.
Division of Black Diaspora and African American Studies, University of California San Diego, La Jolla, CA 92093, USA.
Infect Dis Rep. 2025 Feb 26;17(2):18. doi: 10.3390/idr17020018.
BACKGROUND/OBJECTIVES: Since the COVID-19 pandemic began, vaccination rates for preventable diseases, including influenza, have significantly dropped among racially and ethnically minoritized (REM) individuals in the United States. This study explored the effects of a community-based educational intervention designed to improve influenza vaccine literacy and acceptance among vulnerable REM individuals.
The intervention included four 45 min interactive educational sessions on the influenza vaccine. The session attendees (18+) were invited to participate in a pre-/post-intervention study where an anonymous survey measured their post-COVID-19 pandemic attitudes, knowledge, and behaviors regarding the influenza virus and vaccine. To assess the effect of the intervention on vaccine literacy, we used a Mann-Whitney U test to test for differences between the pre-/post-intervention survey responses to seven knowledge-based questions. Descriptive statistics were employed to assess the impact of intervention on vaccine acceptance.
A total of 116 participants completed the pre-intervention survey, and 90 (78%) completed the post-intervention survey. All (100%) identified as REM, and 99% lived in highly vulnerable areas. Only 43% believed they were at risk for viral infection before the intervention, but 60% said the intervention helped them reassess their risk. We found significant differences in vaccine literacy when comparing the pre-/post-intervention survey responses, particularly regarding guideline-based vaccine recommendations ( < 0.05). Before the intervention, 65% of the participants indicated a high likelihood of receiving the influenza vaccine. In contrast, after the intervention, 81% of respondents indicated a high likelihood of being vaccinated, and 72% indicated that they were "extremely likely" to receive the immunization.
Community-based educational interventions can have a positive impact on influenza vaccine literacy and acceptance among vulnerable REM populations in the post-COVID-19 era.
背景/目的：自新冠疫情开始以来，美国少数族裔（REM）人群中包括流感在内的可预防疾病的疫苗接种率显著下降。本研究探讨了一项基于社区的教育干预措施对提高弱势REM人群的流感疫苗知识水平和接种意愿的效果。
该干预措施包括四次时长45分钟的关于流感疫苗的互动式教育课程。课程参与者（年龄18岁及以上）被邀请参加干预前/后的研究，通过一项匿名调查来衡量他们在新冠疫情后对流感病毒和疫苗的态度、知识及行为。为评估干预措施对疫苗知识水平的影响，我们使用曼-惠特尼U检验来检测干预前/后对七个基于知识的问题的调查回复之间的差异。采用描述性统计来评估干预措施对疫苗接种意愿的影响。
共有116名参与者完成了干预前调查，90名（78%）完成了干预后调查。所有参与者（100%）均为REM，99%居住在高度脆弱地区。干预前只有43%的人认为自己有病毒感染风险，但60%的人表示干预帮助他们重新评估了风险。比较干预前/后的调查回复时，我们发现疫苗知识水平存在显著差异，特别是在基于指南的疫苗接种建议方面（<0.05）。干预前，65%的参与者表示很有可能接种流感疫苗。相比之下，干预后，81%的受访者表示很有可能接种疫苗，72%的人表示“极有可能”接种疫苗。
在新冠疫情后的时代，基于社区的教育干预措施可对弱势REM人群的流感疫苗知识水平和接种意愿产生积极影响。
