Week 2 Discussion Theory Meets Practiceselect One Of The Following Pr ✓ Solved

Select one of the following prompts and respond: What constructs of the Social Cognitive Theory would you use to develop an intervention to increase the number of people receiving an annual flu shot at your university (or workplace)? Initial responses should be no less than 450 words in length not including your reference(s) and supported by at least two references (aside from the textbook).

Choose a specific health problem/outcome and population of your choice. Using an ecological model framework, describe an intervention to reduce this problem. Be sure to mention an intervention at each level of the framework (Ex: Reducing fatal traffic accidents among adolescent boys in the United States). Make sure you read and understand the directions and requirements for each Assignment. Ensure you cite your references in APA format with a minimum of 3 references (You may use your textbook as a reference and you should have a minimum of 2 academic outside references).

Paper For Above Instructions

The increasing incidence of influenza each year necessitates effective intervention strategies to boost vaccination rates, especially among university students and employees. Utilizing constructs of the Social Cognitive Theory (SCT) can provide a robust framework for developing an effective intervention. SCT posits that behavior change is influenced by personal factors, environmental factors, and behaviors themselves, emphasizing the importance of social influences and observational learning. This paper discusses key SCT constructs that can be employed in developing an intervention aimed at increasing flu shot uptake at a university.

Understanding Social Cognitive Theory Constructs

Three main constructs of SCT are self-efficacy, observational learning, and social norms. Self-efficacy refers to an individual’s belief in their capability to perform a behavior, in this case, getting vaccinated. According to Bandura (1997), enhancing self-efficacy is crucial for behavior change. For our intervention, strategies could be implemented to enhance students' confidence in getting vaccinated. Workshops and informational sessions could demystify the flu vaccination process, addressing common myths and questions that deter individuals from getting vaccinated.

Implementation Strategies

To leverage self-efficacy, the university could initiate a campaign that features testimonials and experiences shared by peers who have received the flu shot. This could take the form of videos posted on social media platforms popular among students. By showcasing relatable figures, potential vaccine recipients can see that their peers endorse vaccination, thus, increasing their own confidence to follow suit. Additionally, offering incentives such as snack bars or giveaways in exchange for receiving the flu shot can create a supportive environment that encourages participation (Gagne et al., 2015).

Observational Learning

Observational learning emphasizes learning through viewing the actions of others. To capitalize on this construct, the intervention could implement ‘flu shot days’ where students can observe their peers getting vaccinated, coupled with staff or influencers from the university encouraging flu shots on campus. Making this event a social gathering can reduce the stigma associated with vaccinations and create a positive, communal experience surrounding the flu shot (Davis et al., 2017).

Addressing Social Norms

Social norms play a significant role in influencing behavior. If receiving a flu shot is seen as a norm within the university community, more individuals are likely to follow. Therefore, this intervention would involve a campaign to communicate that getting vaccinated is a common practice at the university. This could involve surveys or statistics circulated through campus newsletters or on social media, illustrating high vaccination rates among peers or faculty (Jones et al., 2016).

Ecological Model Framework

The ecological model provides a comprehensive framework that considers individual, interpersonal, institutional, community, and policy levels for intervention development. At the individual level, education-focused campaigns can be conducted. For interpersonal influences, peer-led vaccination initiatives could be employed. At the institutional level, policy support such as mandatory vaccinations for on-campus housing can be introduced. Community involvement can extend to partnerships with local health agencies to ensure easy access to flu shots. Finally, at the policy level, advocating for state mandates on student vaccinations would further establish a supportive environment (Pérez et al., 2019).

Conclusion

In conclusion, using constructs of Social Cognitive Theory and an ecological model framework provides a structured approach to developing a targeted intervention to increase flu shot uptake at universities. Fostering self-efficacy, leveraging observational learning, and addressing social norms are all pivotal in changing vaccination behaviors. By implementing a multi-level intervention incorporating educational, social, and policy strategies, it is possible to enhance community health and reduce influenza incidence.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

  • Davis, R. E., Kinnane, N. A., & O'Neill, P. M. (2017). Social Norms and the Need for Vaccine Promotion. Journal of Health Communication, 22(3), 110-117.

  • Gagne, C., Jarry, J., & Lavoie, J. G. (2015). Flu Vaccine Promotion in University Settings: Influence of a Peer-Led Campaign. Health Education Research, 30(5), 825-835.

  • Jones, S. C., & Walsh, R. S. (2016). Examining the role of social norms in flu vaccination uptake. Vaccine, 34(24), 2781-2786.

  • Pérez, M. F., Rivas, J. M., & Stinson, A. (2019). An Ecological Approach to Vaccination Promotion: Strategies for Community Engagement. Journal of Public Health, 41(4), 685-693.