Integrating Science Media Literacy, Motivational Interviewing, and Neuromarketing Science to Increase Vaccine Education Confidence among U.S. Extension Professionals
Abstract
:1. Introduction
1.1. Literature Review
1.1.1. Rationale for Approach to Needs Assessment for Addressing Vaccine Hesitancy
1.1.2. Elements of the Needs Assessment: Science Media Literacy
1.1.3. Elements of the Needs Assessment: Motivational Interviewing
1.1.4. Elements of the Needs Assessment: Neuromarketing Science
- The effects of media entirely emerge from cognitive and emotional processes embodied in the human brain and nervous system.
- Humans are, first and foremost, motivational and emotional information processors.
- Humans are limited capacity information processors.
1.1.5. Summary of the Needs Assessment Elements
2. Materials and Methods
Survey Methods
3. Results
3.1. Survey Results
3.1.1. Need 1. Tailor Training Based on Extension Roles
3.1.2. Need 2. Prioritize Preserving Community Trust and Professional Credibility
3.1.3. Need 3. Establish Connections with Medical Experts
3.1.4. Need 4. Strengthen Science Media Literacy Skills to Counter Misinformation and Communicate Emerging Science
3.2. Qualitative Methods
3.2.1. Focus Groups
3.2.2. Focus Groups Results
“I feel that if we want to be known for community wellness work, we should not sidestep an issue with such widespread impact on community wellness”.
“I understand vaccines and the science behind them. I educate my producers about Livestock vaccines all the time”.
“I would be willing to conduct vaccine education if it treats individuals who are afraid of vaccination or paranoid with respect and does not involve intimidation, humiliation, or even persuasion. Just share general information about vaccinations, how they work, and how they are developed”.
“I would like honest information that takes the emotional appeal out of this. People have picked sides and don’t seem willing to discuss holes in the message. Personal experiences of people around me do not match mainstream messaging. That creates fear and makes me slow to tell others what they should do”.
“The peer pressure of partisan politics within extension has made it difficult to continue pride in the work we do. Public health should have never become political, yet here we are”.
“I do not wish to be berated by members of the public as part of my job. I am a horticulturist, not a public health administrator”.
3.3. Expert Interviews
3.3.1. Expert Interview Methods
3.3.2. Expert Interview Results
3.4. Neuromarketing Science
3.4.1. Neuromarketing Science Methods
3.4.2. Neuromarketing Content Testing Results
3.5. Pilot Workshops
3.5.1. Pilot Workshop Methods
3.5.2. Pilot Workshop Results
3.5.3. Key Strengths Identified in the Pilot Workshops
3.5.4. Key Challenges and Opportunities Identified in the Workshops
3.6. Integrated Findings from the Survey, Focus Groups, In-Depth Interviews, Neuromarketing Content Testing, and Pilot Testing
3.6.1. The Integrated Model of Sustainable Health Decision-Making
3.6.2. Getting to the Heart and Mind of the Matter Toolkit
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Measures | Mean | St. D | n | Range |
---|---|---|---|---|
Willingness to Do Vaccine Education (alpha = 0.857) | 10-point Likert Scale (1 = Not at all to 10 = Very). | |||
| 5.38 | 3.28 | 886 | |
| 5.17 | 3.15 | 852 | |
Efficacy and Trust for Vaccine Education (alpha = 0.89) | 4-point Likert Scale (1 = Strongly disagree to 4 = Strongly agree or 1 = Not at all to 4 = Very much). | |||
| 2.93 | 0.980 | 813 | |
| 2.49 | 0.778 | 819 | |
| 2.75 | 0.953 | 815 | |
| 3.15 | 1.04 | 841 | |
Willingness to Speak Out (alpha = 0.915) If the topic of COVID-19 vaccines came up in these settings, how willing would you be to join in the conversation? | 4-point Likert Scale (1 = Very unwilling to 4 = Very willing). | |||
| 2.74 | 0.919 | 752 | |
| 3.11 | 0.841 | 750 | |
| 2.68 | 0.968 | 749 | |
| 2.67 | 0.981 | 749 | |
Comfort in Addressing Misinformation | 5-point Likert Scale (1 = Very Uncomfortable to 5 = Very comfortable. | |||
| 2.86 | 1.25 | 839 |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
---|---|---|---|---|---|---|---|
1. Willingness to do Vaccine Education | - | ||||||
2. Willingness to Speak-Out | 0.614 ** | - | |||||
3. Science Media Literacy for Source | −0.008 | −0.011 | - | ||||
4. Science Media literacy for Content | 0.006 | 0.016 | 0.934 | - | |||
5.Perceived Severity of COVID-19 | 0.421 ** | 0.257 ** | 0.054 | 0.0350 | - | ||
6. Trust in Public Health Agencies | 0.576 ** | 0.363 ** | −0.092 | −0.099 | 0.518 ** | - | |
7. Willingness to Address Misinformation | 0.496 ** | 0.438 ** | 0.162 ** | 0.132 ** | 0.254 ** | 0.325 ** | - |
Measures | Mean | St. D | n |
---|---|---|---|
Science Media Literacy for Sources (alpha = 0.91) | |||
I check whether those who create science news know about the topic. | 3.72 | 1.33 | 8.13 |
I think about what point of view a science broadcaster or writer is trying to support. | 4.12 | 1.27 | 811 |
I look to see if those who share science news on social media have checked the accuracy of their facts. | 3.65 | 1.41 | 794 |
I think about whether sources of science news have my best interests in mind. | 4.00 | 1.33 | 807 |
I think about whether those who provide science information might be doing so to gain power or profit. | 3.94 | 1.41 | 812 |
I get science news from multiple sources to make sure I get the full story. | 4.20 | 1.21 | 809 |
Science Media Literacy for Content (alpha = 0.90) | |||
I think about how scientists can draw different conclusions from the same science facts. | 3.97 | 1.20 | 787 |
I check to see if a science fact in a news story is backed up by a credible source. | 4.10 | 1.21 | 784 |
I check to see if a picture or graph accurately matches the scientific information it represents. | 3.86 | 1.27 | 785 |
I check to see if the science news I read is up to date. | 4.23 | 1.20 | 777 |
I think about whether a news story with real science facts could still lead to a false conclusion. | 3.82 | 1.20 | 782 |
I have changed my thinking about a science topic when I received new information. | 3.62 | 1.04 | 782 |
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Austin, E.W.; O’Donnell, N.; Rose, P.; Edwards, Z.; Sheftel, A.; Domgaard, S.; Mu, D.; Bolls, P.; Austin, B.W.; Sutherland, A.D. Integrating Science Media Literacy, Motivational Interviewing, and Neuromarketing Science to Increase Vaccine Education Confidence among U.S. Extension Professionals. Vaccines 2024, 12, 869. https://doi.org/10.3390/vaccines12080869
Austin EW, O’Donnell N, Rose P, Edwards Z, Sheftel A, Domgaard S, Mu D, Bolls P, Austin BW, Sutherland AD. Integrating Science Media Literacy, Motivational Interviewing, and Neuromarketing Science to Increase Vaccine Education Confidence among U.S. Extension Professionals. Vaccines. 2024; 12(8):869. https://doi.org/10.3390/vaccines12080869
Chicago/Turabian StyleAustin, Erica Weintraub, Nicole O’Donnell, Pamela Rose, Zena Edwards, Anya Sheftel, Shawn Domgaard, Di Mu, Paul Bolls, Bruce W. Austin, and Andrew D. Sutherland. 2024. "Integrating Science Media Literacy, Motivational Interviewing, and Neuromarketing Science to Increase Vaccine Education Confidence among U.S. Extension Professionals" Vaccines 12, no. 8: 869. https://doi.org/10.3390/vaccines12080869