Despite the demonstrated effectiveness of vaccines, varying levels of hesitancy were observed among healthcare and long‐term care workers, who were prioritized in the roll out of COVID‐19 vaccines due to their high risk of exposure to SARS‐CoV‐2 transmission. However, the evidence around the measurable impact of various educational interventions to improve vaccine confidence is limited. The proposed scoping review is intended to explore any emerging research and experiences of delivering educational interventions to improve COVID‐19 vaccine confidence among health and long‐term care workforces. We aim to identify characteristics of both informal and formal educational interventions delivered during the pandemic to support COVID‐19 vaccine hesitancy. Using the guidance outlined by the Joanna Briggs Institute, we intend to search five databases including, Ovid MEDLINE and Web of Science, as well as grey literature. We will consider all study designs and reports in an effort to include a breadth of sources to ensure our review will capture preliminary evidence, as well as more exploratory experiences of COVID‐19 vaccine education delivery. Articles will be screened by three reviewers independently and the data will be charted, and results described narratively.

Context: Home visits at the end of life decrease hospitalizations and hospital deaths, which reduces healthcare costs and aligns with most patients' wishes. In addition to family physicians, nurse practitioners (NPs) play a critical role in meeting the rising demand for home and community-based palliative care. However, very few population-level studies have examined practice patterns of NPs delivering home-based end-of-life care and the collaboration between physicians and NPs.Objective: To describe the characteristics and outcomes of patients receiving home-based palliative care provided by physicians and NPs in the last 90 days of life.Study Design and Analysis: Retrospective population-based study with a descriptive analysis of patient characteristics and multivariate logistic regression analyses of end-of-life outcomes controlling for patients' demographics, health, and healthcare use.

BackgroundDespite the demonstrated efficacy of approved COVID‐19 vaccines, high levels of hesitancy were observed in the first few months of the COVID‐19 vaccines' rollout. Factors contributing to vaccine hesitancy are well‐described in the literature. Among the various strategies for promoting vaccine confidence, educational interventions provide a foundationally and widely implemented set of approaches for supporting individuals in their vaccine decisions. However, the evidence around the measurable impact of various educational strategies to improve vaccine confidence is limited. We conducted a scoping review with the aim of exploring and characterizing educational interventions delivered during the pandemic to support COVID‐19 vaccine confidence in adults.MethodsWe developed a search strategy with a medical information scientist and searched five databases, including Ovid MEDLINE and Web of Science, as well as grey literature. We considered all study designs and reports. Interventions delivered to children or adolescents, interventions on non‐COVID‐19 vaccines, as well as national or mass vaccination campaigns without documented interaction(s) between facilitator(s) and a specific audience were excluded. Articles were independently screened by three reviewers. After screening 4602 titles and abstracts and 174 full‐text articles across two rounds of searches, 22 articles met our inclusion criteria. Ten additional studies were identified through hand searching. Data from included studies were charted and results were described narratively.ResultsWe included 32 studies and synthesized their educational delivery structure, participants (i.e., facilitators and priority audience), and content. Formal, group‐based presentations were the most common type of educational intervention in the included studies (75%). A third of studies (34%) used multiple strategies, with many formal group‐based presentations being coupled with additional individual‐based interventions (29%). Given the novelty of the COVID‐19 vaccines and the unique current context, studies reported personalized conversations, question periods, and addressing misinformation as important components of the educational approaches reviewed.ConclusionsVarious educational interventions were delivered during the COVID‐19 pandemic, with many initiatives involving multifaceted interventions utilizing both formal and informal approaches that leveraged community (cultural, religious) partnerships when developing and facilitating COVID‐19 vaccine education. Train‐the‐trainer approaches with recognized community members could be of value as trust and personal connections were identified as strong enablers throughout the review.