A qualitative evaluation of a STEAM (Science, technology, engineering, arts, and mathematics) peer education intervention on teenagers’ knowledge, confidence, and advocacy for HPV vaccine communication
6 affiliations
- 1Previous School of Health & Social Care, Edinburgh Napier University, Edinburgh, UK
- 2Department of Design Innovation, Maynooth University, Co. Kildare, Ireland
- 3Department of Education, Maynooth University, Co. Kildare, Ireland
- 4School of Arts and Creative Industries, Edinburgh Napier University, Edinburgh, UK
- 5Glanbia Business Services, Dublin, Ireland
- 6School of Applied Sciences, Edinburgh Napier University, Edinburgh, UK
Abstract
Vaccine hesitancy is a rising global phenomenon. Ireland experienced a crisis in confidence and vaccine decline for the Human Papillomavirus (HPV) vaccine in 2015, with rapid national efforts to address concerns and improve uptake rates. We developed a unique STEAM (Science, Technology, Engineering, Arts and Mathematics) peer education intervention through an interdisciplinary team (immunologist, educationalist, designer, filmmaker, and psychologist) to address vaccine hesitancy and utilize peer education, which is promising but underused in the literature. We aimed to evaluate the effect of our STEAM intervention on Irish teenagers’ knowledge and confidence in advocacy for the HPV vaccine to their younger peers facing their HPV vaccine offer. We used qualitative methods consisting of 12 focus group discussions with teens (n = 53), one qualitative in-class evaluation among younger peers (n = 35), and knowledge exit slips (n = 300) to evaluate teenagers’ knowledge, confidence, advocacy, and younger peers’ knowledge. Data were analyzed inductively using reflexive thematic analysis. Our overall egalitarian theme indicated democratic participation by teenagers with three related themes that were compatible with behavior as a vaccine advocate. Teenagers reported positive changes overall in HPV knowledge, confidence, and advocacy beliefs following the intervention. Younger peers could recall HPV facts and knowledge during in-class evaluations and exit slips. We conclude that scaffolding through our STEAM intervention enabled Irish teenagers to feel empowered to act as vaccine advocates. Peer education within our intervention shows promise in raising HPV awareness and knowledge and could be explored in wider contexts.
Related
- Acceptability of a Peer‐Led Faith‐Based Intervention to Improve Breast, Bowel and Cervical Cancer Screening Uptake Among UK Muslim Women: A Qualitative Evaluation
- A longitudinal qualitative evaluation of the rollout of a complex digital intervention across healthcare organisations and the significance of implementation pace
- Development and Qualitative Evaluation of A Biomimicry-Enriched Engineering Design-Based Teaching Module on The Sound and Its Properties Unit
- The Influence of E-Modul Teaching Materials Based on Science Technology Engineering Mathematics (STEM) on Global Warming Material on Students' Science Literacy Skills
- A Spreadsheet Environment for Force, Torque and Strength of Materials Modeling: Bridging Analytical Mathematics and Engineering Practice
BibTeX
@article{brunton2026qualitative,
title = {{A qualitative evaluation of a STEAM (Science, technology, engineering, arts, and mathematics) peer education intervention on teenagers’ knowledge, confidence, and advocacy for HPV vaccine communication}},
author = {Carol Gray Brunton and Iain Macdonald and Céline Healy and Richard Firth and Alexandra McDermott and Eva Malone},
journal = {Human Vaccines \& Immunotherapeutics},
year = {2026},
month = oct,
doi = {10.1080/21645515.2026.2745405},
url = {https://doi.org/10.1080/21645515.2026.2745405},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - A qualitative evaluation of a STEAM (Science, technology, engineering, arts, and mathematics) peer education intervention on teenagers’ knowledge, confidence, and advocacy for HPV vaccine communication
AU - Carol Gray Brunton
AU - Iain Macdonald
AU - Céline Healy
AU - Richard Firth
AU - Alexandra McDermott
AU - Eva Malone
PY - 2026
DA - 2026/10/28
JO - Human Vaccines & Immunotherapeutics
DO - 10.1080/21645515.2026.2745405
UR - https://doi.org/10.1080/21645515.2026.2745405
AB - Vaccine hesitancy is a rising global phenomenon. Ireland experienced a crisis in confidence and vaccine decline for the Human Papillomavirus (HPV) vaccine in 2015, with rapid national efforts to address concerns and improve uptake rates. We developed a unique STEAM (Science, Technology, Engineering, Arts and Mathematics) peer education intervention through an interdisciplinary team (immunologist, educationalist, designer, filmmaker, and psychologist) to address vaccine hesitancy and utilize peer education, which is promising but underused in the literature. We aimed to evaluate the effect of our STEAM intervention on Irish teenagers’ knowledge and confidence in advocacy for the HPV vaccine to their younger peers facing their HPV vaccine offer. We used qualitative methods consisting of 12 focus group discussions with teens (n = 53), one qualitative in-class evaluation among younger peers (n = 35), and knowledge exit slips (n = 300) to evaluate teenagers’ knowledge, confidence, advocacy, and younger peers’ knowledge. Data were analyzed inductively using reflexive thematic analysis. Our overall egalitarian theme indicated democratic participation by teenagers with three related themes that were compatible with behavior as a vaccine advocate. Teenagers reported positive changes overall in HPV knowledge, confidence, and advocacy beliefs following the intervention. Younger peers could recall HPV facts and knowledge during in-class evaluations and exit slips. We conclude that scaffolding through our STEAM intervention enabled Irish teenagers to feel empowered to act as vaccine advocates. Peer education within our intervention shows promise in raising HPV awareness and knowledge and could be explored in wider contexts.
SN - 2164-5515
SN - 2164-554X
ER -