Results: Attitudes towards antibiotics and Vaccinations amongst 15-18 year olds Meredith Hawking, Public Health England.

Results:Attitudes towards antibiotics and Vaccinations amongst 15-18 year oldsMeredith Hawking, Public Health England

Presentation Outline

2

1. Final Sample

2. Vaccination results

• Agree Learning Objectives

3. Antibiotics results

• Agree Learning Objectives

4. Resource Suggestions

• Final Recommendations for educational resource

5. Introduction to discussion group topics

15-18 years project qualitative results

Vaccination Results


cancer cause cervical coming decision disease doctors effects even fear

friends girls good happen hurt important informed injection issue make mean

much need needle okay pain parents people personally pressure prevent protect quite reasons scares school side

still stop students taking talk thought time told

vaccines well worry year young

Vaccines: Attitudes


• Dislike having vaccinations

• Low knowledge

• Not sure if they work

• Don’t consider them in everyday life

• Concerns about side effects

Not having vaccinations

• Include information about vaccines, how they work and the vaccines they need

• Link to relevant examples e.g. outbreaks amongst 15-18 year olds

• Include debate about side effects and critique of media coverage around vaccines

Solutions

Subjective Norms & Normative Beliefs

Control Beliefs & Perceived Behavioural Control “There are vaccines that seem

unnecessary…I am not being vaccinated because I do not see the point.” Student, FR

Vaccines: Subjective Norms


Attitude towards behaviour & behavioural beliefs


• Perceived objections in society

• Peers don’t think they are important

• Parents influence views and withhold consent

Control Beliefs & Perceived Behavioural Control

• Include case studies and viewpoints around vaccines

• Resource should be available for students when they need vaccines, via website and vaccine clinics and link to travelling, university and work placements

• Include parents by take-home resources and links to school campaigns

Solutions

“Young people are not particularly interested.” Student, CY

Vaccines: Control Beliefs





• Fear of needles and foreign bodies

• Organisational factors – cost, accessibility, communication

• Negative media coverage

• Include phobia reducing resources, such as a video of having a video

• Information and guidance on where and how students can get vaccines and find out their vaccine history

• Focus on the news coverage around vaccines and how it influences the public, e.g. MMR leading to measles outbreaks today.

Solutions

“The worst bit is actually the needle”Student, UK

Vaccines: Learning Objectives 1

Understanding Vaccines

• Why vaccines are important to young people

• How vaccines work

• The important diseases prevented by vaccines, and why these are important to young people including you.

• Why some vaccinations need boosters when you are a teenager and later.

• That a vaccine is only introduced by Ministries of Health if it is effective

• Natural immunity is not better than a vaccine induced immunity, and comes with the risk of severe disease due to the infection.

• Vaccines prevent against many different infections or many types of a single infectious disease in one injection

• How new vaccines are made.


Vaccines: Learning Objectives 2Vaccine Controversy

• How media can affect vaccine uptake positively and negatively

• Be able to evaluate different views about vaccines and the reasons for them

• Understand their future role if they become parents

• The role of herd immunity.

• That major side effects are very rare

Having Vaccinations and Practical help

• The importance of getting the correct vaccines for travel

• How/where to access vaccines (including non-standard vaccines), your vaccine history, and which vaccinations you need

• There is no need to be afraid of vaccines, the process is almost painless


Antibiotics Results


actually always antibiotics anything aware

bacteria better course doctor effects enough explain

feeling finish follow friends given going happen important infection

informing instructions issue laugh medications medicine parents

people persuade probably problem properly quite realise

reasons remember resistance school sometimes starts still student

tablets taken taking vaccines whole worry young

Why don’t students finish their course?

10 15-18 years project qualitative results

• Low knowledge

• Worry about side effects

• Don’t like taking medication



Not finishing the course of antibiotics

• Increase knowledge through educational resource

• Information on how to manage common side effects

• Explain how antibiotics work and the consequences if you don’t finish the course

Solutions

“We are cured, why continue?” Student, SA




• ‘Normal’ to not finish course

• Not an interesting or important topic to their peers



• Challenge the belief that it is normal to not finish the course via peer education and case studies

• Make the resource and examples relevant to students and available for when they are taking them (and are more open to information).

Solutions

“They don’t talk about it because it is not important for them” Student, SA



Attitude towards behaviour & behavioural

beliefs


• Taking tablets is difficult, e.g. swallowing and taste

• Forget when they feel better

• Think they are too busy


• Suggestions to help them swallow, e.g. practicing with TicTacs, breaking tablets in half

• Simple ways to remind students, e.g. phone app

• Include information on alcohol and antibiotics

• Information on what to do if they forget a tablet

Solutions

“A lot of young people have so much on their plate… so they forget” Student, UK

Why do students take antibiotics for RTIs?


• Low knowledge

• Personal experience of taking antibiotics



Taking antibiotics for an RTI

• Do not use viral/bacterial distinction but focus on symptoms instead

• Information on how antibiotics work

• Include information about illness duration, self-limiting illnesses and managing symptoms

Solutions

“He wasn’t sure whether it was viral or bacterial so he gave me antibiotics. After the first week I was still not better, but then after the second week I was better, so taking them must work.” Student, UK




• Peers see them as ‘cure all’

• It is normal to take

them

• Parents agree with use



• Highlight the special nature of antibiotics and the difference between antibiotics and painkillers

• Include parents by take-home resources and in consultations

Solutions

“Friends talk about it because it is a treatment for everything, even anaemia.”Student, SA





• Easy to get from the GP (expect antibiotics) or Pharmacy


• Students are happy to re-consult so delayed prescribing or no-prescribing are options

• This finding supports interventions for GPs to help manage patient expectations for antibiotics

Solutions

“There is a reckless use, they can even get them from pharmacies without a prescription” Educator, CY

Antibiotics: Learning Objectives 1

Understanding Antibiotics

• Antibiotics are special they are not like other every day medicines

• Bacteria are continually adapting to develop ways of not being killed by antibiotics, this is called antibiotic resistance.

• Use of antibiotics affects all the bacteria in your body not just the ones causing an infection.

• Antibiotic resistant bacteria remain in your body for at least a year

• Antibiotic resistance spreads between our own different bacteria within our body, and between people.

• We need to use antibiotics only when we are advised by a doctor or nurse

• Development of new antibiotics takes at least 10 years, and there are very few new ones in the pipeline.


Antibiotics: Learning Objectives 2Understanding Antibiotics (Continued)

• Bacteria and viruses have different structures.

• As each antibiotic only works on specific parts of bacteria, each antibiotic only works against particular types of bacteria.

• Antibiotics do not have any effect against your immune system

Taking antibiotics and practical help

• Antibiotics should always be taken as instructed by a doctor or nurse.

• If you forget an antibiotic dose, always take it as soon as you remember, even if it means taking two at once. Then finish the rest of the course as instructed.

• You should care for yourself at home for most sore throats, earache, coughs, colds and flu using painkillers and other remedies to reduce your symptoms


Resource Suggestions

Academic Lessons All students – cross curricular

Website

Structured lesson plans

Independent research projects

Links to evidence/research

Presentations

Books

Take home resources

Website (for access at home)

Case studies

Stimulus questions for debate

Interactive films and animations

Peer education (health promotion stands or

conferences)

Guest speakers from experts

GP surgeries and self-care School nurses and support services

Leaflet for consultations

Reminders (phone app/ automated

messaging)

Guidance for GPs

Leaflet for school support services/school nurse

Guidance for vaccination campaigns in schools

Resources for school nurses


What can and should we create?

• Websites - The internet is the first point of call for students, easily accessible, time to process information, hard to reach students

• Peer Education – suggested by students so that they can relate to the person teaching them

• Films and Animations – popular suggestions from students in all countries

• Debate – engage their thinking and debating skills, hearing other peoples viewpoints and expressing opinions

• Case studies – relevant to their lives, respond well to personal stories

• Leaflets – suitable for different environments, practical health information

• Reminder App – to tackle forgetfulness around taking antibiotics

• Interviews or Q&A with experts – students wanted expert advice and visitors to teach them


Discussion Groups

There are 8 Discussion Packs

Please move on to the next topic when Amy gives the signal.


Discussion topic Time

1. Lesson Plans 10 minutes

2. Peer Education

40 minutes

3. Interview or Q&A with Experts

4. Films and Animations

5. Case studies

6. Debate cards

7. Leaflets and Apps 15 minutes

8. Websites 20 minutes

Resource Option 1: Lesson Plans

1. Is a 40-50 minute academic science lesson plan covering: 1) antibiotics and 2) vaccines relevant to the educational structure in your country?

2. Are shorter 10-20 minute flexible activities covering 1) antibiotics and 2) vaccines relevant to the educational structure in your country?


Resource Option 1: Activities1. What are the pros and cons of each of these ideas?

2. Are there any other ideas you have for the activities?


Films and Animations

Peer Education Interviews with an Expert

http://eiw.euro.who.int/video/measles-mumps-rubella-catch-up

http://www.yourgenome.org/teachers/mrsa.shtml

http://eiw.euro.who.int/video/what-influences-vaccination-decisions-1

Peer Education


Educators

Other students

Peer Educators

Parents

Peers

Parents

Learning for students

Develop a range of skills

Learning from their peers

“The student as the actor”French Teacher

Resource Option 2: Activities

1. What are the pros and cons of each of these ideas?

2. Are there any other ideas you have for the activities?


Student Debate

Case Studies

http://eiw.euro.who.int/video/measles-rachel-s-story

25

Resource Option 2: Leaflets and Apps

1. Should we create a leaflet?

2. Where and how do you think the leaflet could be used?

3. Should we link to a reminder app for taking medication?


Reminder App

Health Leaflets

http://shop.dft.gov.uk/THINKShop/cachedimageservice.axd?ImageID=e950152b-4c4c-4d92-8fb5-4983e8b40e7c

http://www.nps.org.au/conditions-and-topics/topics/how-to-be-medicinewise/managing-your-medicines/medicines-list/antibiotics-reminder

Resource Option 3: Websites

1. Should we have an e-bug 16-18 year old website, or should we create links?

2. Which key functions are the most important?

Topics (a-z style) (e.g. AMR, immunity) or sections (revision section, lesson resources)

“Ask an expert” function or feedback/ contact us section (Example on Teenage Health Freak website)

Chat room style forum or links to social media (e.g. Twitter and Facebook)

Search function

App store links to download reminder apps (Example on S-Cool site)

‘What’s new?’ section (like the news section on the teacher e-Bug site)

3. Is there a well known website in your country young people go to for health?


http://www.youthhealthtalk.org/

http://www.thecalmzone.net/

http://www.teenagehealthfreak.org/topics

Thank youTo collaborating partners for your hard work, and to educators and students for taking part.


Results: Attitudes towards antibiotics and Vaccinations amongst 15-18 year olds Meredith Hawking, Public Health England.

Documents

vaccines resource

nonstandard vaccines

understanding vaccines

correct vaccines

new vaccines

afraid of vaccines

antibiotics results

vaccination results