ABSTRACT
Purpose: This study aimed to identify and understand challenges to inform new strategies to increase the COVID‐19 vaccination rate according to involved vaccinators' perspectives in Belitung, Indonesia. Design A qualitative descriptive study design was used. Methods: Online interviews and chatting were done among 11 vaccinators for data collection between August 2021 and January 2022. Data were analyzed using a content analysis model. Findings Four main themes emerged, including (1) communication strategies (evidence‐based, electronic‐based, and culturally based communication), (2) cross‐sectoral strategies (collaboration with police, religious leaders, customary leaders, heads of village divisions, and non‐governmental organizations), (3) "picking‐up the ball" system (home visits for elderly and people with disability and school visits for children), and (4) setting‐up priorities (between mandatory vaccines and boosters). Conclusion: Despite making vaccination mandatory, the roles of communication, cross‐sectoral innovations, "picking‐up the ball" system, and priority setting may have useful potential to improve vaccination rates. Clinical Relevance: The findings may serve as an input to overcome challenges and accelerate the vaccination coverage in Indonesia and beyond. However, further research is needed.
ABSTRACT
Social Work Teaching Partnerships were initiated by the UK government in 2015. The purpose was to improve the quality of social work education and training. In the East Midlands, four Local Authorities (Derbyshire, Derby City, Nottinghamshire and Nottingham City) joined with other local organisations to form the "D2N2" Social Work Teaching Partnership (the D2N2 acronym representing the two Derbyshire and two Nottinghamshire local authorities). The Partnership was formally recognised as a Teaching Partnership in 2016. As part of our commitment to improving social work education and training, we identified a need to develop our practice education (field education) further, by developing a revised and improved placement quality assurance system that replaced the Quality Assurance in Practice Learning (QAPL) system, which was not felt to be fit for purpose. This work formed part of a wider Placement Learning System (PLS) and Practice Development Programme (PDP), which were developed in conjunction with the Universities and employer organisations. The PLS enhanced the voice of the student whilst at the same time allowing us to gather a significant amount of data about the quality of placements;and the PDP allowed us to develop our practice educator cohort. This article explores these developments.