Improving the Flu Vaccination Rates on a College Campus: Identification of the Reasons for Non-Vaccination

Influenza is a well-documented risk for students attending colleges and universities. Despite the expert recommendations, there remains a low vaccination rate amongst undergraduate students. This study was an action research study utilizing the theory of planned behavior to evaluate the intentions of students in receiving the influenza vaccination. This study utilized mixed methodology consisting of quantitative data from a web based survey tool that was distributed to all of the undergraduate students at the university, and qualitative data from focus groups consisting of members recruited from the population who had previously completed the survey. The study found that the theory of planned behavior is effective in determining the behavioral intentions for college students and their intent on receiving the influenza vaccination. Results included the influences of the students having a positive attitude about the vaccine, including the vaccine will provide prevention from serious illness from influenza infection. The influences of social norms demonstrate that the students believe the vaccine is looked favorably upon and recommended by their families, peers and medical providers. This study also demonstrated that students who are self-directed and sought out information about the vaccine had greater intention of receiving it. The study demonstrated the importance of perceived risk and benefits from the vaccine, and previous vaccination as a predictor for intention to receive the vaccination. The review of the data and analysis with the Action Research Committee has led to recommendations for moving forward with a vaccination campaign program at the university. The recommendations include educational programs for students, parents, and healthcare providers utilizing a variety of delivery methods, about influenza illness severity, impaction students, and vaccinations efficacy and availability. Other recommendations include university policy and pedagogical enhancements that will increase student self-directed inquiry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]