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  • 1About the Authors The authors are faculty at The University of Alabama Capstone College of Nursing, Tuscaloosa, Alabama. Haley Townsend, EdD, RN, FNP-BC, is an assistant Professor. Sara Kaylor, EdD, RN, CNE, is an associate professor. Paige Johnson, PhD, RN, is associate professor and Saxon Chair for Rural Nursing. This project was supported by the Building COVID-19 Vaccine Confidence Among Nurses and in Communities grant funded by the American Association of Colleges of Nursing. The authors acknowledge the support of our community partner, CHOICE, Inc., which made implementation of this project possible. For more information, contact Dr. Townsend at hmfranklin@ua.edu .

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Nursing students gained confidence in addressing vaccine hesitancy through a service-learning project involving community engagement and communication training. This initiative improved person-centered care skills for public health challenges.

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Motivational InterviewingService-LearningVaccine Refusal

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Area of Science:

  • Nursing Education
  • Public Health Communication
  • Community Engagement

Background:

  • The COVID-19 pandemic exposed gaps in nursing education regarding person-centered care and communication, particularly concerning vaccine hesitancy.
  • Traditional curricula often lack practical experiences addressing complex public health issues like vaccine hesitancy in diverse communities.

Purpose of the Study:

  • To implement and evaluate a novel three-step service-learning experience for nursing students.
  • To enhance nursing students' ability to address vaccine hesitancy and promote person-centered communication in rural community settings.

Main Methods:

  • A service-learning model was developed, incorporating community town hall meetings, motivational interviewing training, and participation in rural health fairs.
  • Nursing students engaged directly with community members to discuss health concerns and vaccine-related information.
  • Project outcomes were assessed through student evaluations focusing on satisfaction and confidence levels.

Main Results:

  • Participating nursing students reported high levels of satisfaction with the service-learning experience.
  • Students demonstrated increased confidence in their ability to engage in person-centered communication regarding vaccine hesitancy.
  • The project provided valuable practical experience in addressing community health needs.

Conclusions:

  • A multi-faceted service-learning approach is effective in preparing nursing students to address vaccine hesitancy.
  • Experiential learning enhances student confidence and skills in person-centered communication for public health initiatives.
  • This model offers a scalable solution for improving nursing education in critical communication areas.