Table 2 Condensed illustration of pre-implementation interview excerpts and specific D&I plans for the six user organizations
Primary care clinics | Site #1 | Site #2 |
• Front desk staff distributed flyers to all comers • MAs* talked to Hmong teens due for HPV vaccines using provided talking points “So, education and learning how to educate our patients, having that conversation with them in a way that they’re going to understand. So, for medical assistants […]“Here’s a starting point on a very important immunization to discuss with patients. Like although there’s like multiple different important immunizations but start here and get that comfortable level of being an educator….” - Medical assistant • Clinicians were encouraged to engage families in conversation about the website “As far as like the doctors, I think it’s something similar that we could do, like give them the website and make sure it’s something that they can review like and follow up with like asking them questions like […] how are how are you going to have these kinds of conversations during a well-child check?”, things like that.” - Lead patient care staff • Parent posters placed in waiting areas. Teen posters placed in exam rooms “Having information just around is so helpful; it really, truly is, and that strikes up conversation. We have really big posters in the rooms, and HPV is on there […] and when kids come in for well-child checks, even the parents will be like, “Look, this is why you’re getting these immunizations. It’s telling you right here,” and so that strikes up conversations.” - Lead patient care staff | • MAs* distributed handouts to Hmong families with a child 11–18 years old, focusing on those due for HPV vaccines “For my MAs, when they do their pre-visit planning, screening patients who come in for vaccines or who are due for HPV or who hasn't had one or are due for one, then just make sure they have that resource of like the pamphlet or flyer available to kind of talk about,"Hey, here's more information about HPV, here's the website, you can go learn more about it.” - Clinic manager • Clinicians engaged families in conversation • Posters placed in the waiting and exam rooms • One-page handouts were provided by MAs “Is there like a one-page flyer that we can also give to the patient with the information so they can take that home with them, so that they know how to get onto the website and all that stuff? Just having like what is on the website as just like a one-pager, like,"It's in Hmong; if you want to learn more about it. This is it.” - Medical assistant | |
School-based clinics | Sites #1 & 2 | |
• CCs** gave out handouts at check-in • Providers gave handouts to relevant students • Provider stapled handouts to HPV vaccine info sheet for kids and vaccine consent form for parents “I would be very willing to attach it [flyer/handout] to the vaccine consents that I send home with families, because I know it will get to a lot of them; and I think that could be successful.” - Provider • Posters placed in waiting/exam rooms, bathrooms, and hallways “If the poster is up in the exam room, it may reach people from all areas of life; because if it’s up there and it’s like a QR code, and the kids are waiting for me to come in the room, I can see it being something that they would consider–like kid would just snap it because they’re curious, they’re bored, they’re sitting there waiting. I think I would use it with the kids…” - Provider | ||
Health education classrooms | Site #1 | Site #2 |
• Obtained input on website from two diverse senior classes (28–30 students each over 3 sessions) “I have a good relationship with the health teachers, both of the health teachers who are very open to my coming into the classrooms. And one, in particular, was excited to do this because he thought this would be a really great experience for his students to take a look at a product with a critical eye.” - Health educator • Placed posters in school nurse offices “Can we make this available to the school nurses? I think putting in posters in their offices might help to spread the word.” - Health educator | • Used website as curriculum on sexually transmitted infections for one week “Yeah, so for me, this would be a great opportunity to follow up with my STD unit that we are currently doing in class, and I think this is just another way to get these kids to understand the importance of these diseases … so having this kind of website, it gives the kids an opportunity to say,"Okay, this is where I can go get help,"or"I’m not the only one that doesn’t know."And so, for me, this would come in handy.” - Health educator • Students looked at website individually and took multiple choice tests at end of each day “As a teacher, what I would do is once we’ve gone through all five of them–or the five or six days [of the lessons], I’d probably just have like a small little quiz at the end just so that way, we can have some grades to put in and let the kids know that this is something that is important.” - Health educator • Short daily group discussion • Gave handouts • Encouraged students to share website with parents & used Qualtrics survey to track this “I think, for me, what I would want to know is how many of those kids are coming back to it; are they sharing that information; are they having their friends come look at it; are they passing that information along? And if they are, who are they sharing with…?” - Health educator | |