COVID-19 Vaccine Confidence

Rapid Community Assessment Guide

A guide to help you understand your community’s needs 

regarding COVID-19 vaccines in three weeks

October 2021

s

U.S. Department of

Health and Human Service

Centers for Disease

Control and Prevention
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 2

Table of Contents

Quick Start Guide ���������������������������������������3

Introduction������������������������������������������������5

Step 1: Identify Objectives and 

Community(ies) of Focus ���������������������������7

Identify Your Objectives ����������������������������������������������������������8

Identify Your Community(ies) of Focus �����������������������������8

Review Existing Data ����������������������������������������������������������������9

Human Subject Considerations������������������������������������������11

Step 2: Plan for the Rapid Community 

Assessment �����������������������������������������������12

Identify Partners �����������������������������������������������������������������������13

Obtain Partner Support ��������������������������������������������������������14

Identify Resources �������������������������������������������������������������������15

Choose Assessment Methods ���������������������������������������������16

Form the Assessment Team �������������������������������������������������17

Recruit Participants �����������������������������������������������������������������18

Step 3: Collect and Analyze Data ������������21

Data Collection Tools�����������������������������������������������������������..

Data Analysis������������������������������������������������������������������������������26

Step 4: Report Findings and Identify 

Solutions ���������������������������������������������������29

Report Findings ������������������������������������������������������������������������30

Identify Solutions ��������������������������������������������������������������������31

Step 5: Evaluate Your Efforts��������������������33

Additional Resources �������������������������������35

References�������������������������������������������������36

Appendices �����������������������������������������������37

Appendix A: COVID-19 Vaccine Rollout Learning 

Template �������������������������������������������������������������������������������������37

Appendix B: Implementation Guide for Community 

Interviews and Listening Sessions ������������������������������������39

Appendix C: Observation �����������������������������������������������������47

Appendix D: Intercept Interviews ��������������������������������������49

Appendix E: Surveys ���������������������������������������������������������������51

Appendix F: Social Listening and Monitoring Tools ����70

Appendix G: Insights Synthesis Tool ���������������������������������78

Appendix H: Intervention Tables����������������������������������������80

Appendix I: RCA Findings PowerPoint Presentation 

Template��������������������������������������������������������������������������������������86
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 3

Quick Start Guide

This rapid community assessment (RCA) guide is for staff of state, territorial, local, and tribal health departments 

involved in various aspects of COVID-19 vaccine planning who wish to better understand their community’s needs 

regarding acceptance and uptake of COVID-19 vaccines among adults, adolescents, and children. This guide may also

be relevant for coalitions, hospitals, health systems/clinics, and other organizations that have strong connections with 

the communities they serve and want to respond to questions and concerns regarding COVID-19 vaccines. While the

guide is intended to be customized and used independently by state, territorial, local, and tribal public health staff, 

in some instances, technical assistance may be available through CDC (e.g., strike teams) and other partners wit

experience in this area

This RCA can help you:

• Identify communities of focus in your area at risk for low uptake of COVID-19 vaccine

• Document lessons learned from each phase of the COVID-19 vaccine rollout to inform subsequent phases

• Get an early understanding of what communities of focus are thinking about COVID-19 vaccine:

» Assess barriers to COVID-19 vaccine uptake as well as what is working to increase uptake

» Identify potential solutions to increase vaccine confidence and vaccine uptake

• Identify community leaders, trusted messengers, and other important channels of communication with 

communities

• Identify areas of intervention and timely, actionable solutions to increase confidence in and uptake of COVID-19 

vaccine

The RCA consists of five steps. Each step below links to a section in the guide with further information about that

topic. You can click on a particular section to learn mor

Given the urgency of the COVID-19 pandemic, establish a rapid timeline for all five steps. Ideally, three week

This is not a strict guide but rather a suggested time frame

1. Identify Objectives and Communities of Foc

2. Plan for the Rapid Community Assessme

3. Collect and Analyze Dat

4. Report Findings and Identify Solution

5. Evaluate Your Effort

Additional Resources & Appendices
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 4

Box 1: Sample Timeline for Conducting a Rapid Community Assessment

Preparatory Phase

Prior to starting an RCA, obtain support from the leadership of your health department, coalition, 

or organization for conducting the assessment and creating a plan for action. Early awareness

and support from leadership makes it more likely findings will be put to good use in planning and 

guiding vaccination efforts

Week 1: Planning and Buy-In

• Identify main objectives and your community(ies) of focus

• Identify and form assessment team

• Review existing data

Week 2: Implementation and Analysis

• Use decision tool to identify data collection methods

• Conduct data collection

• Synthesize key findings across different tools--identify interventions for prioritization

Week 3: Report Findings and Plan for Action

• Write report (narrative, one-page summary, slide presentation)

• Share/report out assessment results with the assessment team and wider community (e.g., loca

elected officials, department of health officials, tribal leaders, local boards of health, healthcare 

providers, parent/school groups, and other community partners)

• Prioritize solutions and develop implementation plans

• Evaluate your efforts and plan for future community engagement

Important note: Due to the COVID-19 pandemic, some assessment activities usually performed in person (e.g.

listening sessions) may be adapted to a virtual format. Always follow guidance from state, territorial, tribal, and local

health officials on community movement, gatherings, and other precautions when planning the assessment
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 5

Introduction

The success of COVID-19 vaccination in ending the COVID-19 pandemic in the United States depends on high 

public confidence in COVID-19 vaccines. Public opinion polls have shown that while most Americans have initiated

vaccination, some say they would prefer to wait, and say they will not get vaccinated. This guide is designed to help

diagnose and solve specific vaccine confidence and demand challenges that face specific communities where there 

may be lower uptake, including advance planning for populations that are not yet eligible for vaccination

Demand for COVID-19 vaccines exists on a spectrum, ranging from refusal to passive acceptance to demand. People

can move along the spectrum based on information, experiences, barriers, or facilitators they encounter. Reinforcing

confidence in COVID-19 vaccines is critical to ensure high vaccine uptake among adults, adolescents, and children.

One of the guide's objectives is to move individuals, parents, and caretakers to the right of the demand spectrum 

(Figure 1)

Figure 1: Spectrum of Vaccine Demand

May have questions, take “wait and see” 

approach, want more information

Passive 

Acceptance

Refusal

Demand

The COVID-19 pandemic has affected not just day-to-day life in communities in the United States, but also how 

individuals interact with public health systems and receive and interpret health information. Misinformation about

COVID-19 vaccines can damage trust in health systems and negatively affect COVID-19 vaccine uptake. These

experiences can spark hesitancy and move individuals, parents, and caretakers to the left of the spectrum, where they 

may delay or decline vaccination

To build vaccine confidence, you need trust in:

• The vaccines

• The providers who give the vaccines

• The system from which the vaccines come (i.e., vaccine development, licensing and authorization, manufacturing

and recommendations for use)
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 6

CDC’s Vaccinate with Confidence framework for COVID-19 vaccines uses three strategies for building vaccine 

confidence:

• Building trust through credible, clear communications and addressing mis/disinformation

• Empowering healthcare personnel to have effective vaccine conversations with parents and patients and strongly 

recommend COVID-19 vaccines

• Engaging families, communities, and schools in a sustainable, equitable, and inclusive way, using two-way communication to reinforce trust in health authorities and build confidence in COVID-19 vaccines.

Participatory rapid community assessments can help obtain actionable insights about barriers to vaccine uptake and 

engage communities in a meaningful way at the same time

This guide is built on the latest best practices and evidence for understanding and addressing vaccination demand 

challenges at the community level. It draws from the community-based participatory approach outlined in the World

Health Organization’s Tailoring Immunization Programmes guide and uses the Behavioral and Social Determinants 

for Vaccination framework (Figure 2) to frame data collection tools and analysis approaches. However, this guide’s

rapid COVID-19 vaccine assessment process is designed to be faster, more resource-efficient, used at the local level, 

and accessible to those with a limited background in RCAs or behavioral research. It is also intended to be heavily

customized based on the community of focus and the time and resources available

Figure 2: Behavioral and Social Determinants of Vaccination Framework

What people 

think and feel

Confidence in vaccine benefits

Confidence in vaccine safety

Perceived risk – self

*Perceived risk – others

Seeing negative information Motivation

Intention to

get a COVID-19 vaccine

*Willingness to recommend 

a COVID-19 vaccine

*Construct is exclusive to health worker survey

Vaccination

Receives recommended

Social Processes vaccines

Influential others support vaccination

Vaccination norms

*Workplace norms

Decision and travel autonomy

Trust in vaccine providers

*Self-confidence in answering 

questions

Practical Issues

Know where vaccine is available

Previous uptake of adult vaccines

Ease of Access

Preferred site

* Availability of on-site vaccination
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 7

Step 1

Identify Objectives and 

Community(ies) of Focus
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 8

In this section:

• Identify Your Objectives

• Identify Your Community(ies) of Focus

• Review Existing Data

• Human Subject Considerations

Identify Your Objectives

One of the most important elements of this RCA guide is to identify the primary objectives you wish to achieve by 

conducting an RCA. Example objectives include

• Learn more about why a community has had persistently low vaccine uptake even with widespread vaccine 

availability

• Learn more about the perceptions of communities you believe may have significant concerns and questions about 

COVID-19 vaccines

• Learn about COVID-19 vaccination barriers and facilitators

• Develop strategies for reinforcing vaccine confidence among communities of focus and addressing barriers preventing individuals or their children from getting vaccinated

• Understand how misinformation or too much information is influencing vaccine perceptions and how to address 

this

• Tailor communication/behavioral strategies for increasing COVID-19 vaccine uptake based on community needs

It can be helpful to formulate the objective(s) as a question—one that working with the community can help you 

answer. For example, “Why are we seeing low vaccine uptake among children in rural parts of our county?

In addition, consider using the COVID-19 Vaccine Learning Template (Appendix A) to help you document what 

was learned from previous phases of COVID-19 vaccine rollout. These lessons learned can help you to formulate

assessment questions and identify potential communities of focus

Identify Your Community(ies) of Focus

There are several factors to consider when selecting communities of focus in your RCA. You may wish to conduct your

assessment in the following types of communities:

• Communities experiencing low rates of COVID-19 vaccine uptake or vaccine confidence among adults or 

parents

• Communities with historically low routine adult or childhood immunization rates

• Communities that have experienced disproportionately high rates of SARS-CoV-2 infection and severe 

COVID-19 disease or death (either historically or recently in “hotspots”), including an increase in variants of concern
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 9

• Communities that have high rates of underlying health conditions that place them at greater risk for severe 

COVID-19 disease (e.g., heart disease, lung disease, obesit

• Communities likely to experience barriers to accessing adult or pediatric COVID-19 vaccination services

These could include communities that experienced challenges during earlier phases of vaccine rollout

• Communities with low adoption of COVID-19 mitigation measures (e.g., mask wearing, social distancin

• Communities that are seeking alternative types of COVID-19 prevention or treatment that may lead to adverse 

health outcomes (e.g., overdoses reported of animal dewormer used as a way to prevent COVID-19 infectio

• Communities with a history of mistrust in and/or exploitation by government agencies, health authorities, or the 

medical establishment

• Communities that are not well-known to health authorities or have not traditionally been the focus of immunization programs (e.g., non-US-born persons, particularly non-U.S.-citizens, migrant and seasonal work

Certain populations may have unique considerations for conducting a rapid community assessment. See the

addendums Considerations for Tribal Communities and Considerations for Adolescents and Digital Context

Resources permitting, a jurisdiction may choose to do RCAs of multiple populations, either simultaneously or over 

time. Other resources are available to help identify communities of focus, such as the American Immunization Registry

Association’s guide for identifying immunization pockets of need using immunization information systems

Review Existing Data

Once you have identified your focus community(ies), rapidly review existing data sources to get a picture of your focus 

community’s demographics, health status, and how individuals have been impacted by COVID-19. You may want to

check with your state and local health department to see if they have data dashboards with racial and ethnic variables, 

ZIP code data, etc. Suggested data to review are contained in Box 
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 10

Box 2: Examples of Existing Data Sources

Disease and vaccination data:

• COVID-19 disease surveillance data (e.g., cases, testing, hospitalization, death

• COVID-19 vaccine uptake data 

• Routine immunization data

Demographic data: Used to understand the size, location, socioeconomic status, and composition of the 

focus community. Examples include

• Local government data, including school system data

• U.S. Census Quick Facts, available for states, counties, and towns of 5,000 or mor

(www.census.gov/quickfact

• American Community Survey (www.census.gov/programs-surveys/acs

Data on race and ethnicity and COVID-19 disease by race and ethnicity

CDC resources:

• CDC COVID Data Tracker

• COVID-NET: A Weekly Summary of U.S. COVID-19 Hospitalization Da

• COVIDView: A Weekly Surveillance Summary of U.S. COVID-19 Activi

• CDC/ATSDR Social Vulnerability Index

Existing health assessment data: Surveys conducted at the local level to assess community needs, health 

behaviors, healthcare use practices, or health indicators may be useful to anticipate some potential needs of 

the community(ies) of focus

• County Health Rankings (www.countyhealthrankings.org

• PLACES Project (https://www.cdc.gov/places/about/index.ht

• Community health assessments conducted by local health departments or nonprofit hospitals 

• Other local/community surveys

Peer-reviewed literature: Literature reviews can provide useful information on population characteristics, 

effective assessment, and intervention strategies. Tutorials on how to conduct a literature review using

PubMed® can be accessed through the U.S. National Library of Medicine at https://learn.nlm.nih

documentation/training-packets/T0042010P/

Social listening: Review any published reports, online social media discussions, or local news coverage on 

the COVID-19 impact in your community of focus to better understand the current climate and sentiments 

about COVID-19 vaccines.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 11

Human Subject Considerations

Check whether your agency or organization requires Human Subjects or Institutional Review Board (IRB) review for 

collecting community data. The purpose of an IRB review is to make sure there are no unintended consequences of

data collection, all risks to participants are minimized, and all data are kept confidential

If your organization does require IRB review, consult with the person who coordinates it. This person can determine

whether an IRB review is needed or whether your project is exempt from review. Some organizations or agencies may

not require IRB review or may have exemptions or emergency processes that allow you to collect data quickly during a 

situation such as the COVID-19 pandemic.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 12

Step 2

Plan for the 

Rapid Community Assessment
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 13

In this section:

• Identify Partners

• Obtain Partner Support

• Identify Resources

• Choose Assessment Methods

• Form Your Assessment Team

• Recruit Participants

Identify Partners

As soon as you decide to conduct the assessment, meet with key community partners to introduce the assessment 

and invite them to participate in the planning and implementation. Partners are people who are invested in the

focus community as well as the implementation and/or outcomes of immunization programs. Securing key partners’

support will help you to gain community members’ trust, paving the way for a successful assessment

Identifying community partners is an iterative process. Ask everyone you talk with to suggest other people you could

contact. You can also do a quick scan of local social media, online sources, and news media to identify partners. Loo

for information and articles about local politics, local school board members, local nonprofit organizations focused on 

health or social issues, school health officials, religious leaders, and community health events (Box 3). Look for groups

involved in previous COVID-19 mitigation measures and community engagement

Box 3: Sample Partners to Engage

• Local health coalitions or immunization coalitions

• Public sector (e.g., USDA Cooperative Extension Service, Americorps, Censu

• Unions (e.g., police, fire, transportation, healthcare, teachers

• State chapters of professional associations

• Faith-based organizations and religious leaders

• Leaders of local health systems, hospitals, and clinics

• Organizations serving populations disproportionately affected by COVID-19 (e.g., people experiencin

homelessness, people who use drugs, rural populations, people with disabilities, agricultural and food 

processing workers) 

• Community-based organizations working with immigrants and refugees

• Other organizations with wide community reach (e.g., YMCAs, YWCA

• Organizations serving older adults (e.g., Meals on Wheels, older adult center

• Citizen advisory groups (city, county) 

• Leaders of assisted living communities and long-term care facilities

• Managers of food-processing plants and grocery stores
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 14

• Personnel in congregate settings (e.g., jails, prison

• School communities (e.g., school administrators, educators, school nurses, PTA, PTO member

• Youth-focused organizations (e.g., Boys and Girls Clubs, Scouts, youth sports league

• Community media outlets (especially those that serve closed/isolated communities)

• Pharmacists and clinician experts such as infectious disease physicians, pediatricians, or medical providers from a large community practice

Obtain Partner Support

There are several ways to meet with partners, depending on their availability and preferences, as well as your available 

resources. During the COVID-19 pandemic, in-person meetings may not be advisable. Other options includ

• Individual phone calls

• Group calls or virtual meetings (if appropriate)

• Attending events being held by partners (virtual or in person, observing COVID-19 precautions). For example, a

pastor may invite you to speak at a church service

During the call or meeting, cover the following topics:

• Reasons for the assessment (objectives) and who is conducting it

• Assessment timeline

• Ideas for data collection activities

• Community members who might be interested in being part of the assessment team (see section on forming the 

team below)

• How the assessment data will be used and who will have access to it

• Plans for reporting back to the community

It can be helpful to prepare a short, one-page document in plain language or a brief presentation that summarizes 

COVID-19 rates, vaccine distribution plans (or rates, if the vaccine has already been distributed), assessment objectives, 

and contact information for your team. Have the one-page document translated into the language(s) most commonly

spoken by community members. You may want to include a member of the community of focus when developing

the document to avoid any cultural or language/translation issues. In addition, community partners are an invaluable

source of information on the population of interest
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 15

Identify Resources

In addition to human resources, determine what funding is available and/or identify new potential funding sources to 

ensure the assessment can be carried out (Box 4). Resources may also be needed to report back to the community and

then implement interventions, though the type and scope of resources needed will depend on assessment findings

Box 4: Potential Resources Needed

• Honoraria for community members who participate in the assessment

• Information technology services (e.g., to support virtual meeting

• Data collection equipment/supplies (e.g., laptops, tablets, software, paper questionnaire

• Printing (e.g., reports and questionnaire

• Translation and interpretation services (e.g., for data collection, reports, community forums, focu

groups)

• Incentives for survey/focus group participants (e.g., gift cards or retail discount coupon

• Consultants who may have specialized skill set with data collection methods of choice

• Other miscellaneous expenses
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 16

Choose Assessment Methods

There are a number of methods that can be utilized to collect qualitative and quantitative data for an RCA. The table

below provides a summary of methods and their objectives

Table 1: Summary of Data Collection Methodologies 

Methods Objective

Community Interviews Structured interviews with community members who have 

deep knowledge or experience about a particular topic, issue, 

or community

Listening Sessions Guided discussions with a small group of participants 

chosen based on their role or their organization’s role in the 

community. Like community interviews, listening sessions can

provide a nuanced understanding of community questions, 

concerns, and perspectives toward COVID-19 vaccines

Observations Attend and observe meetings where the audiences of 

focus congretate or observe listening sessions facilitated by 

others. Conduct observations in public places such as a busy

downtown area or an outdoor vaccination clinic

Intercept Interviews Intercept interviews are informal conversations that include 

a brief set of open-ended questions. The interviews are

conducted by approaching respondents in public places such 

as parks, farmers markets, street corners, restaurants/bars, or 

grocery stores

Surveys Questionnaires that assess how people think and feel, what 

social processes affect their lives, what practical obstacles they 

face, and what their motivation is to get vaccinated

Social Listening or Social and Traditional Media Monitoring Social listening refers to the process of collecting data 

from social and traditional media platforms to track online 

discussions, trends, and sentiments about a topic. It is useful

for understanding the information landscape (including 

misinformation) and concerns and attitudes of your 

community of focus. It also can inform digital marketing and

communication strategies
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 17

Before you choose the methods to be used for your assessment, determine your organization’s capacity. Here are

some factors to consider:

• Available budget

• Available time

• Available staff

• Accounting of what tools are already being used (you may wish to choose different tools to avoid duplication of 

data already collected or available)

• Expected/desired timeline

• Existing partnerships/links to communities 

You can conduct different levels of assessment based on capacity and need

• Basic Assessment: Social listening and a few community interviews

• In-Depth Assessment: Social listening, community interviews, and listening sessions

• Comprehensive Assessment: Social listening, community Interviews, survey, and observation

Form the Assessment Team

The ideal assessment team will include individuals committed to understanding and addressing community needs 

regarding COVID-19 vaccines and who have varied backgrounds, skills, and experience. Here are some examples of

individuals whom you can include:

• Individuals who are members of your communities of focus (speak the same language, as appropriate). If including community members isn’t possible, ensure access to interpreter

• Individuals with strong ties to or knowledge about your communities of focus

• Individuals with experience collecting the type of data you are interested in collecting (e.g., survey, communit

interviews)

• Staff from your health department, such as immunization program managers, epidemiologists, health educators, 

community health workers, public information officers, etc

In some cases, you may wish to work exclusively with an outside organization to conduct the assessment, such as 

an academic group or a community-based organization. If you choose this route, we recommend that the health

department work closely with the group selected to ensure local perspectives are represented on the assessment 

team

Some staff may be able to participate as part of their regular job (e.g., if they work for a community-base

organization). However, in other cases, you may need to hire staff temporarily or provide a stipend; if so, be sure to

include this cost in your budget. It may not be realistic to expect community members to donate their time, so budget

for people’s time and labor
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 18

Recruit Participants

Once you have formed your assessment team and obtained partner buy-in, you can begin recruiting participants. Aim

to obtain a broad mix of people within those communities so you can hear all perspectives. Include different ages,

gender identities, races, ethnicities, primary languages, national origins, education levels, and occupations. If you are

focusing on pediatric vaccination, consider parents, guardians, foster parents, grandparents, and others who care for 

children

It can be challenging to recruit participants, especially if the community of focus is not well-connected to the health 

system, has not been previously engaged in community assessment work, or has a fear of working with government 

officials. Consider using a “snowball sampling” approach for participant recruitment, speaking with a few key leaders

community members and asking them whom else you should contact

One way to start is to plan a few initial meetings or listening sessions with groups you already have relationships 

with that are involved in COVID-19 vaccination outreach and/or have strong relationships in your community(ies) of 

focus. This can include local health or immunization coalitions, COVID-focused taskforces, or networks of communitybased organizations. Use the opportunity to learn about their experiences, perspectives, and idea.  Share why y

think their participation is worthwhile and ask for their support in identifying key individuals to speak with for the 

assessment. It may be easier to join existing meetings rather than schedule new ones. During these meetings, ask fo

names of other people or organizations you can work with. This table provides some examples, along with ways that

these organizations can help recruit assessment participants

Table 2: Example of Organizations to Contact and Recruitment Methods

Organizations Methods

Professional associations

Trade unions

Community-based organizations

Faith-based organizations

Nonprofit organization

Youth-serving organizations

School systems and parent-teacher organizations

Neighborhood/homeowners associations

Colleges/universities

Online communities representing local groups

Email

Text message

Social media

Traditional media (newspaper, radio)

Newsletters

Flyers

Mailings
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 19

Token incentives such as gift cards or retail discount coupons can also increase response and participation rates. For

example, respondents could be given the chance to enter a drawing for a gift card or may be given a reimbursement 

for transportation costs for in-person data collection. Table 2 helps you think through aspects of your community of

focus as you consider recruitment methods

Table 3: Guidance for Recruiting Participants and Related Examples

Where does this community 

of focus...

Guiding Questions Recruitment Example

Live Consider physical location and 

networks that connect this 

subpopulation. Where do people

spend a lot of time or stay in touch 

with their neighbors in the time of 

COVID-19?

If you’re looking to recruit from a neighborhood 

disproportionately affected by COVID-19:

• Find out what previous efforts in community 

mitigation and contact tracing were used to 

reach this community and use what worked

• Put up flyers on the community bulletin board 

at the local coffee shop or grocery store

• Ask the local neighborhood association to post 

about the assessment in its closed social media 

group

Work Consider workplace and professional 

networks that connect with this 

subpopulation, including those not 

formally employed. Where do people

earn a living locally? Are there large 

employers that are more likely to 

employ your subpopulation?

If you’re looking to recruit farm workers in a rural 

community:

• Approach farm companies that are big 

employers in the area and community 

organizations that serve undocumented 

immigrants who work on nearby farms

• Run targeted ads on social media platforms 

popular with this subpopulation

• Engage through local churches or houses of 

worship widely attended by people working in 

farming

Learn Consider the education system to 

either directly identify assessment 

participants or serve as network 

connections to participants—from 

small, private daycare facilities, 

preschools, elementary school, and 

high schools to trade schools and 

universities. Educational institutions

usually have deep connections to 

communities

If you’re trying to recruit college students at a large 

commuter campus:

• Reach out to college administration staff to find 

out how to best promote to students

• Run an ad or give an interview with a local DJ at 

the college radio station

• Find out if there is a student public health 

or community association and contact it to 

publicize the opportunity to members

• Advertise on social media or dating platforms 

popular with local college students
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 20

Where does this community 

of focus...

Guiding Questions Recruitment Example

Socialize Consider social groups and 

interactions that may take place 

online and offline, including those 

involving community organizations 

and worship. How do people socialize

or worship in the time of COVID-19? 

How do they get community services? 

Are there affinity groups you can 

contact?

If you’re looking to recruit people with disabilities 

or those who may face access barriers to COVID-19 

vaccination in a community:

• Find local community or business associations 

for people with disabilities.These groups

might include work-placement organizations, 

arts and enrichment programs, and mobility/

transportation programs

• Ask if you can promote the assessment 

opportunity in a future email or event
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 21

Step 3

Collect and 

Analyze Data 
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 22

In this section:

• Data Collection Tools

• Data Analysis

Once you have gathered your assessment team and identified resources that you have or will need to conduct the 

RCA, it’s time to collect and analyze data

Data Collection Tools

Several tools and templates have been developed for you to use and build on if you do not have existing data 

collection tools available. It’s likely you will need to tailor the tools for use in your community. Here are some othe

considerations:

• Translate the data collection tools into the main languages that the community(ies) speak. This is especially important for individuals who have limited English proficiency. An alternative would be to provide access to interprete

• Ask a few members of the community to review the instruments to ensure they are culturally appropriate

• Make sure interviewers, focus group facilitators, and notetakers are fluent in the participants’ language(s)

1. Community Interviews (Please see Appendix B

OBJECTIVE

• Individual structured interviews useful for gathering information about a specific topic or community. Community

interviews can provide individual perspective and a nuanced understanding of issues in the community regarding 

COVID-19 vaccine confidence

IMPLEMENTATION 

Participants

• Individual key members of the community or community-based organization (CBO)’s staff

Methodology 

• A facilitator conducts a semi-structured interview with the participant for approximately 60 minutes in person or 

virtually. Use the discussion guide to conduct the interview. Use probes as necessary to elicit in-depth informati

• A notetaker is required to take detailed notes on all topics discussed in the interview

• Consider audio recording the interview with consent from the interviewee
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 23

• More guidance on conducting qualitative assessment and analysis can be found on the CDC website here

EXPECTED OUTPUTS

• You learn what motivates your interviewee to accept, delay, or refuse COVID-19 vaccines for themselves or 

their children, what barriers there are to accessing COVID-19 vaccines, and how to address barriers to improve 

COVID-19 vaccine confidence and uptake

Listening Sessions (Please see Appendix B)

OBJECTIVE

• Guided discussions with a small group of participants chosen based on their role or their organization’s role in the 

community. Like community interviews, listening sessions can provide a nuanced understanding of community

questions, concerns, and perspectives toward COVID-19 vaccines.

IMPLEMENTATION

Participants

• Five to 10 members of the community(ies)of focus, staff from CBOs, or other key individuals/ knowledge holders 

who represent your community(ies) of focus

Methodology

• A facilitator conducts the listening session for approximately 60 minutes in person or virtually

• Use the discussion guide to conduct the interview. Use probes as necessary to elicit in-depth informatio

• A notetaker is required to take detailed notes of all topics discussed in the listening session

• Consider audio recording the interview with consent from all interviewees

• Listening sessions may be better suited for the fluid and urgent nature of the COVID-19 pandemic than traditional 

focus groups, in which participants are typically selected to meet specific inclusion criteria. Participants in listening

sessions may come from preexisting groups and do not typically need to meet specific inclusion criteria

EXPECTED OUTPUTS

• You learn what motivates your participants to accept, delay, or refuse COVID-19 vaccines for themselves or their 

children, what barriers exist to accessing COVID-19 vaccines, and how to address barriers to improve COVID-19 

vaccine confidence and uptake
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 24

Observations (Please see Appendix C)

OBJECTIVE

• Attend and observe meetings or events where the audiences of focus congregate

IMPLEMENTATION

Participants

• Community residents, staff from CBOs, or other key individuals/knowledge holders who represent your community(ies) of focus

Methodology

• Find out what community meetings or events are happening in your jurisdiction by asking partners and reviewing 

websites, message boards, and other online sources. These could include mass vaccination events, county fairs,

barbeques, farmer’s markets, health fairs, etc.

• If needed, seek permission to attend and observe

• Take notes on what you hear and see

EXPECTED OUTPUTS

• You learn about the type of people who live in your community(ies) of focus and how different types of events are 

carried out

Intercept Interviews (Please see Appendix D)

OBJECTIVE

• Gather feedback from community members in public places

IMPLEMENTATION

Participants

• Community residents 

Methodology

• Approach respondents in public places such as parks, farmers markets, street corners, restaurants/bars, or grocery 

stores

• Ask a brief set of open-ended questions during informal conversations
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 25

EXPECTED OUTPUTS

• You have clearer view of perspectives regarding COVID-19 vaccination

Surveys (Please see Appendix E)

OBJECTIVE

• Questionnaires that assess how people think and feel, what social processes affect their lives, what practical obstacles they face, and what their motivation is to get vaccinated

IMPLEMENTATION

Participants 

• Community residents, parents, staff from health departments or CBOs, or other key individuals/knowledge holders 

who represent your community(ies) of focus

Methodology

• Questionnaires can be administered in person, over the phone, or via survey platforms (e.g., SurveyMonkey

• When choosing a platform, consider how your community(ies) of focus prefer to provide information, whether 

they have easy access to phones or computers, and what their level of literacy is.

• If your community(ies) of focus lack connection to virtual platforms, you may consider in-person data collection 

done safely and in accordance with COVID-19 mitigation guidelines.

• It is particularly important to pilot test self-administered surveys (e.g., online or paper) to ensure the audience o

interest can easily understand the content

EXPECTED OUTPUTS

• You can quantify barriers to and facilitators of COVID-19 vaccine confidence and uptake within and between your 

community(ies) of focus

Social Listening or Social and Traditional Media Monitoring (Please see Appendix F)

OBJECTIVE

• Social listening refers to the process of collecting data from social and traditional media platforms to track online 

discussions, trends, and sentiments about a topic. It is useful for understanding the information landscape (including misinformation) and concerns and attitudes of your community of focus. It also can inform digital marketin

and communication strategies

IMPLEMENTATION

Participants 

• Community(ies) of focus at large, social media or community influencers, and members of the media
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 26

Methodology

• Identify any existing monitoring tools your organization may already be using

• In addition to existing tools, sign up for other relevant tools (free or paid) to set up a social and traditional media 

monitoring system

• Check your monitoring tools regularly and record observations

EXPECTED OUTPUTS

• You learn what questions and concerns your community(ies) of focus have about COVID-19 vaccines

• You track trends across and within social networks to learn how information travels, what topics are trending at 

particular time points, and how these trends change over time

Data Analysis 

As noted in the table, data analysis differs based on the methods used to conduct this RCA. You do not need advanced

software to use the tools in this guide. You can use note taking template tools to summarize key points for data

collected. It is important to disaggregate the data by different population subgroups (e.g., race/ethnicity, languag

gender identity)

Qualitative Data Analysis

• Review and synthesize information from the notes. If available and time allows, also listen to audio recording

• Work with other members of the assessment team to identify major themes that emerged from the various 

discussions and interviews.

• Identify key findings for reach of the different populations of focus, looking across all of the different data 

collection activities

Survey Data Analysis 

• Use a data tool to help you tabulate answers from the survey. Data analysis tools can range from simple (e.g., Exce

to more complex (e.g., SAS, SPSS, STAT

• A survey will help to quantify vaccine-related issues and help with understanding the magnitude of the facilitators 

and barriers

• You can review numerical trends—percentages, average (mean) or medians—in one community or across multiple communities and at one point in time or over time with repeated measurements

• More information on different quantitative analytic methods can be found on the Better Evaluation website

Once you analyze data from the different assessment methods, look across the information to make sure findings 

are consistent and develop a comprehensive picture of the main issues affecting vaccine acceptance and access

The Insights Synthesis Tool in Appendix G can help to structure, visualize, and compare all the findings from your 

assessment in a systematic manner
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 27

The tool consists of four columns to summarize data analysis for each population of focus

1. Summary of key findin

2. Summary of barriers to vaccinati

3. Summary of facilitators to vaccinati

4. Summary of proposed solutio

Table 4: Example of How to Use the Tools

Situation Description Selected Tools Key Data Points

You are trying to understand an 

immigrant or migrant worker 

community in a rural area. Many

of these community members 

are working in a nearby largescale farming or meatpacking 

business. Data show high

hesitancy to receive COVID-19 

vaccines in these populations 

compared to other populations

COVID-19 Vaccine Rollout Learning 

Template

Community interviews

Social listening

Communication materials have been requested 

in Tagalog, Spanish, and Arabic for vaccine FAQs 

to match languages of healthcare personnel with 

limited English literacy, and a local nonprofit 

health organization, the Open Arms Support 

Clinic, specifically caters to immigrant and migrant 

populations and has previously hosted an information 

session with the health department

Conducted interview with Open Arms outreach 

coordinator, who suggested you speak to a local imam 

and to the local Spanish-language radio station DJ for 

further insights

Followed social media conversations in Spanish in 

local community groups open to the public on Twitter 

and Facebook. This included monitoring posts with

the most engagement and discussion on COVID-19, 

vaccines, and circulating misinformation
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 28

Key Findings from Insights Synthesis

COVID-19 vaccine uptake was high among doctors and nurses, food services, and custodial staff. However, many for

whom English is a second language had concerns and wanted content in other languages and a Q&A session with an 

interpreter present. After an information session was held and materials provided in multiple languages, vaccination

coverage increased, but staff reported that they are getting questions from family and friends about vaccination

• Barriers: Language and one-way communication

• Facilitators: Information sessions with Q&A and translated content

Open Arms is a trusted resource for immigrant and migrant communities and is well-connected to many community 

organizations. There are many challenges facing this communit

• Barriers: Low socioeconomic status, lack of health insurance, language and social acceptance in larger community 

• Facilitators: Strong community partnerships, faith groups

Misinformation around purity and safety of COVID-19 vaccines is circulating

• Barriers: Religious concerns noted for Muslim community; questions aren’t adequately answered or addressed

• Enabler: One local respected pediatrician is an influential voice in addressing misinformation online in Spanish

Solutions: 

• Identify champions who got vaccinated to share their stories in the workplace and online about why they got 

vaccinated

• Use peer-to-peer educator approach in workplaces and in the community and online spaces to translate, share 

information, and address questions across the three largest migrant communities

• Work with influential pediatrician and radio stations to offer regular, live streamed “office hours” when viewers and 

listeners can have their questions answered and updated information shared

• Invite community representatives to join a county vaccine confidence task force to help develop appropriate community engagement strategies

•
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 29

Step 4

Report Findings and 

Identify Solutions
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 30

In this section:

• Report Findings

• Identify Solutions

After you have collected and analyzed data, you need to report your findings back to your community(ies) of focus 

and identified partners. Discuss and prioritize solutions. This is the most important step in an RCA because the goal o

this process is to engage and build relationships.

These discussions can happen at multiple stages in this process. For example, you can report back on the initial

assessment, and then continue to report back as interventions are implemented. It is important to collect contact

information for partners who may be interested in the outcomes, so that you can share findings with them

Report Findings

The first step is to create a report that is user-friendly for the community. Consider both the format and the literacy

level. For example, a PowerPoint presentation format may be developed more quickly focusing on larger themes and

shared more easily than an in-depth report (see presentation template in Appendix I). When reporting findings, be

careful not to include any names or descriptors that could identify who said what, especially in small communities. Use

general descriptors to attribute verbatim quotes, such as “pediatrician, private practice” or “elementary school parent.”

Table 5: Suggestions for Reporting Assessment Findings

Examples of Sections in Your Report Examples of Report Format

• Background, including why the community was 

selected for assessment

• Key objectives of the RCA 

• Summarized methodology

• Summarized key findings (and disaggregated by 

relevant subgroups (e.g., race/ethnicity, language

gender identity, etc.)

• Recommended solutions

• Next steps

• PowerPoint presentation

• One-page results summary

• Longer narrative report

• Visualization of key data

• Video
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 31

Identify Solutions

Once there is consensus on the key barriers affecting COVID-19 vaccine confidence and uptake in particular 

communities, identify appropriate solutions.

Effective solutions will: 

1. Increase trust in COVID-19 vaccines, vaccinators and/or the healthcare syst

2. Establish or solidify getting vaccinated as a social no

3. Motivate or encourage people to get the vacci

4. Improve physical access to the vacci

Strategic thinking on the following questions can help to identify solutions:

1. What are the main barriers affecting your community(ies) of focus’s willingness or ability to be vaccinate

2. What, if anything, is already being done to address barriers to COVID-19 vaccine confidence and uptake? Ho

effective are these efforts, and where is there room to improve?

3. Which issues can be more easily addressed than other

Other factors to consider when considering solutions to implement and evaluate:

1. Importance/expected impa

2. Feasibilit

3. Scalabili

4. Sustainabili

Strategies for building COVID-19 vaccine demand include making vaccines: 

1. Accessible: Easy to g

2. Beneficial: Health benefits outweigh risk of getting COVID-19 or perceived or real side effects from vaccinati

3. Convenient: Reduce out of pocket, social, and opportunity cos

4. Desirable: Appeali

5. Normative: Presented as a social defau

6. Necessary: Indispensable for accessing things they want to get back to doi

Appendix H provides a list of solutions/interventions to address the specific issues identified by the RCA. This list is

based on scientific review of recent literature
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 32

Please note this list is a starting point in thinking about solutions for greater uptake of COVID-19 vaccine. You can

also consider approaches such as motivational interviewing, peer-to-peer engagement, or education through 

entertainment, storytelling, and other narrative methods that may not be well-reflected in current literature or 

evidence-based approaches but may be identified by your communities of focus as a potential new way to increase 

vaccine confidence and uptake. See CDC’s COVID-19 Vaccination Field Guide for a description of twelve evidencebased approaches to conside

It is critical to identify solutions in consultation with the communities you are working with, and you can build on 

solutions that have previously worked for them. Any solutions that you identify should be possible to implement

within given resources, scalable to ensure most people in the community are reached through them, and sustainable 

in the vaccine rollout period. Selecting solutions will also depend on other factors, such as funding, human resources,

and time
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 33

Step 5

Evaluate Your Efforts
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 34

In this section:

• Evaluate Your Efforts

Post-RCA

After you have concluded your RCA, revisit your objectives to determine if you have enough information about 

community(ies) of focus in your jurisdiction to make actionable recommendations to increase confidence in and 

uptake of COVID-19 vaccines.

Some questions that can help you evaluate your efforts:

• To what extent have you achieved your primary objective(s)?

• Do you have enough data to understand barriers and facilitators to vaccine demand?

• What questions remain unanswered? Which population groups do you still need more information about?

• How well-equipped are you to address your communities’ needs related to COVID-19 vaccines?

• How well prepared do you feel for the next stage of COVID-19 vaccine implementation?

After evaluating your efforts and consulting with partners, including members of your community(ies) of focus, you 

can decide whether you need to conduct additional RCAs in targeted areas. We also recommend checking back with

your community(ies) of focus to understand whether challenges may have changed.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 35

Additional Resources 

Community Needs Assessment (general):

• https://www.cdc.gov/globalhealth/healthprotection/fetp/training_modules/15/community-needs_pw_final_9252013.

Human Subject Considerations:

• https://healthpolicy.ucla.edu/programs/health-data/trainings/Documents/tw_cba28.

Data Collection and Analysis:

• Evaluating Programs (University of Wisconsin Extension Program): https://fyi.extension.wisc.edu/programdevelopment/evaluating-progra

• Sampling (University of Wisconsin Extension Program): https://cdn.shopify.com/s/files/1/0145/8808/4272/file

G3658-03.pd

• How to write an interview guide: https://sociology.fas.harvard.edu/files/sociology/files/interview_strategies

• How to facilitate a focus group: https://www.uml.edu/docs/FG%20Tips%20sheet_RK_tcm18-167588.

• Community Interviews: https://healthpolicy.ucla.edu/programs/health-data/trainings/Documents/tw_cba23.

• Qualitative Data Analysis (Thematic Coding): https://www.betterevaluation.org/evaluation-options/thematiccodi

• University of Kansas, Center for Community Health and Development- Community Tool Box with guidance on

listening session: Chapter 3. Assessing Community Needs and Resources | Section 3. Conducting Public Foru

and Listening Sessions | Main Section | Community Tool Box (ku.edu
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 36

References

• American Immunization Registry Association. Identifying Immunization Pockets of Nee

• First Draft. Newsgathering and Monitoring on the Social Web. Published online October 2019. Accessed Decem

14, 2020

• Gastanaduy PA, Budd J, Fisher N, et al. A Measles Outbreak in an Underimmunized Amish Community in Ohio.

Engl J Med 2016; 375:1343-54

• Hall V, Banerjee E, Kenyon C, et al. Measles Outbreak--Minnesota April-May 2017. MMWR Morb Mortal Wkly R

2017; 66:713-7

• Hill HA, Singleton JA, Yankey D, Elam-Evans LD, Pingali SC, Kang Y. Vaccination Coverage by Age 24 Months Amon

Children Born in 2015 and 2016 - National Immunization Survey-Child, United States, 2016-2018. MMWR Mor

Mortal Wkly Rep 2019; 68:913-8

• Lathrop B, Kasambira-Emerson MMR, Squires V, Santibañez S. "Empowering Communities that Experience Marginalization through Narrative" in The Value of Stories: Narrative Ethics in Public Health. (In Pres

• Patel M, Lee AD, Clemmons NS, et al. National Update on Measles Cases and Outbreaks--United States, Januar

1-October 1, 2019. MMWR Morb Mortal Wkly Rep 2019; 68:893-

• Robinson CL, Bernstein H, Romero JR, Szilagyi P. Advisory Committee on Immunization Practices Recommende

Immunization Schedule for Children and Adolescents Aged 18 Years or Younger--United States, 2019. MMWR Mor

Mortal Wkly Rep 2019; 68:112-4

• Seither R, Loretan C, Driver K, Mellerson JL, Knighton CL, Black CL. Vaccination Coverage with Selected Vaccine

and Exemption Rates Among Children in Kindergarten--United States, 2018-19 School Year. MMWR Morb Morta

Wkly Rep 2019; 68:905-12

• Smith R, Cubbon S, Wardle C. Under the Surface: Covid-19 Vaccine Narratives, Misinformation & Data Deficits on Social

Media. First Draft; 2020:9

• Whitney CG, Zhou F, Singleton J, Schuchat A, Centers for Disease Control and Prevention. Benefits from immunization during the vaccines for children program era--United States, 1994-2013. MMWR Morb Mortal Wkly Rep 201

63:352-5

• World Health Organization. Tailoring Immunization Programmes. https://apps.who.int/iris/bitstream/handle/

5/329448/9789289054492-eng.pdf, 201

• UNICEF. Vaccine Misinformation Management Field Guide. 20

•
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 37

Appendix A: 

COVID-19 Vaccine Rollout 

Learning Template
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 38

COVID-19 Vaccine Rollout 

Learning Template

Use these tables to summarize what worked and what did not work during previous phases of COVID-19 vaccine 

rollout

Rollout Successes: What Worked

Main

Population

Sub-Population Rollout Successes: 

What worked?

Why did it work? Issues to explore 

during the RCA

e.g., Healthcare workers e.g., Nurses in major hosp

Rollout Challenges: What Didn’t Work

Main

Population

SubPopulationRollout 

Challenge

Solutions Tried Level of 

Success

0= not 

successful

1= 

somewhat 

successful

2= successful

Potential 

Solutions: 

Identified but 

Not Tried

Issues to explore 

during the RCA

e.g., Healthca

workers

e.g., Nurses 

major hospital
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 39

Appendix B: 

Implementation Guide for 

Community Interviews and 

Listening Sessions
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 40

Implementation Guide for 

Community Interviews and 

Listening Sessions

Use the guide below to plan and implement community interviews and/or listening sessions with key individuals or 

small groups from the community that can provide information on community perceptions and experiences related to 

COVID-19 vaccination

The guide includes:

• A script for opening a community interview/listening session,

• Sample informed consent, and

• Core questions you can use as a discussion guide

The sessions should generally last about 60 minutes. A notetaker should accompany the facilitator to take detailed notes

even if the session is recorded. You may also want to consider having a certified interpreter present in case the facilitator

is not able to communicate in the language of limited English proficient populations. You should adapt this guide

including the script, informed consent, and core discussion questions—based on the community context

Planning a Community Interview/Listening Session

1. Organize an internal meeting to discuss ideas for a community interview/listening sessi

• Identify potential partners, organizations, and individuals to participate in the session. Get contact informatio

through relevant in-person connections or research organizations in the local community or on the internet

• Identify and list key questions to discuss. Note any potential dates to propose to potential participant

• Identify community interview/listening session facilitators and notetakers from within your organization

2. Contact community-based staff, organizations, and/or key figures to schedule the community intervie

listening session

• Identify and secure interpreter(s) if participants will have limited English proficiency and if facilitators aren’t able to

speak the participants’ language(s)

• Contact organizations via telephone or email, as appropriate. Introduce yourself and explain the assessment goal

and objectives

• Explain to the participants how the information they provide will be useful for the assessment and the expected

outcome of this interview/listening session

• Propose potential dates and meeting mode (e.g., teleconference servic

• Ask for the participant’s preference for participation (call/online session)

• Confirm dates and follow up prior to the session as a friendly reminder
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 41

3. Conduct the community interview/listening session as follows

• Get consent for participation and recording if applicable

• Make sure to reserve the first few minutes for an introduction and explain the objective(s) of the session to the

participant(s)

• Take copious notes on the key themes/ideas presented in each session

4. After the listening sessio

• Send a thank-you note to the organizer/trusted community member and participant(s), if applicable

• Review and discuss the feedback/notes/translation among facilitators and notetakers

• Summarize key themes/findings and next steps for each session
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 42

Sample Community Interview/Listening Session Guide

Zoom meeting/call: [Enter date]

Agenda

• Welcome and introductions

• Informed consent

• Brief situational update

• Main discussion

• Closing remarks and thank you

Sample Script for Opening a Community Interview/Listening Session

Welcome and Introductions

Hello, my name is _____, and I would like to thank you for joining us today for this interview/listening session on 

COVID-19 vaccine attitudes and perceptions. Please take a moment to briefly tell us your name and the organization

you represent. After introductions, I will turn things over to [FACILITATOR’S NAME] for a brief situational updat

(Introductions around the phone.) Thank you to everyone. We are so glad to have you here tod

We are also pleased to be joined today by [FACILITATOR’S NAME].

• Provide brief bio of local health department facilitator

• EXAMPLE: Expand on the facilitator’s role in the health department and the work they do

Before we begin with this discussion, we would like to go over a few details

Informed Consent

Your participation in this interview/listening session is voluntary. We would like to hear your honest opinions about

the topics we discuss. Your responses will be written anonymously and reported in aggregate. There are no right o

wrong answers to any of our questions. We encourage you to speak openly and honestly about your opinions and

experiences. If you don’t want to respond to a question, you don’t have to. If a question doesn’t make sense, stop m

so I can clarify. Our discussion should take about 60 minute

[IF PLANNING TO RECORD SESSION] In addition to taking notes, would it be okay if we make an audio recording of 

our discussion? The recording will help us to summarize today’s discussion. Just like the notes, any data from the

recordings will be anonymous
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 43

Brief Situational Update (by the facilitator)

Provide a brief situational update for the community interview/listening session. An example is found below, but

adapt it to the current circumstances surrounding COVID-19 in the community/phase of vaccine rollout

• Thank you all for being here today. As you all are aware, the COVID-19 vaccine is widely available now across th

country. You/your organization are/is an important part of this community, and you may offer insights on wha

your community is thinking and experiencing related to COVID-19 vaccination. It is important for us as the local

health department to understand the different issues that may affect whether people in the community get vaccinated or not, and what we can do to ensure everyone accepts and has access to the vaccine

• With that, I would like to turn this all back to you and give each of you a chance to share your thoughts and

insights with us. We have prepared several questions in advance, so I would like to share a few of them and allow each of you to respond. However, we are also happy to “go off script,” so to speak, as needed, if other issu

emerge

Main Discussion: Use the questions below to facilitate the main discussion. Adapt questions and add more probes as

needed to elicit detailed information

A. General Introductio

1. To start, it would be helpful to understand how COVID-19 has affected your community through the course 

this pandemic. How do you think COVID-19 has affected your community

B. COVID-19 Vaccine Attitudes in the Communit

2. What do people in your community think about the COVID-19 vaccin

» What do you think about the vaccine yourself? What do parents in your community think about the

COVID-19 vaccine?

3. Which groups of adults or children tend to not be vaccinated

C. Barriers and Facilitators of COVID-19 Vaccination in the Communit

4. What are the main reasons people in your community would want to get the vaccin

» What are the main reasons parents in your community would want to get their children vaccinated?

» Probe on vaccine availability, free transportation, educational campaigns, etc

5. What are some of the things that make it easier for people in your community to get the vaccin

» What makes it easier for parents to get their children vaccinated?

6. What are some things that make it harder for people or parents in your community to get the vaccin

» Probe on vaccine access, lack of paid time off work, misinformation, attitudes toward vaccines, fear of side

effects, trust in medical system/healthcare workers, fear of needing to show identification, etc
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 44

7. There’s a lot of misinformation about the vaccine circulating on social media and in the news. What have y

heard about the COVID-19 vaccine from sources you trust? 

» What have you heard about vaccination for children?

» What are the sources you trust?

D. Strategies to Improve Vaccine Confidence in the Communit

8. How do you think that community organizations, schools, and faith-based organizations can build vaccin

confidence and make vaccines more accessible?

9. How do you think the state or local health department is doing at building vaccine confidence and makin

COVID-19 vaccines accessible? 

» Probe on messaging content (making sure it is culturally and linguistically appropriate), information

sources, managing misinformation, other communication materials, access to vaccination provider sites

(including having medical interpretation services available), any virtual events, or campaigns

Closing Remarks and Thank You

End of discussion. Thank the participants for their time and ask them if they have any questions. Provide brie

information about how findings from this session will be shared with the participants
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 45

Notetaking Template for Community Interviews and/or Listening Sessions 

Use and adapt this template as needed, but make sure the areas below are covered in addition to any other issues the 

discussion may have generated

Community Interview/Listening Session Title or Number: 

Community Interview/Listening Session Date and Time: 

Community Interview/Listening Session Participant(s) (do not use personal names):

FOR LISTENING SESSION ONLY

• Number of groups/organizations on this call: _____

• Number of individuals in this listening session: _____

Notes to Be Taken During a Specific Community Interview/Listening Session

Questions Summary of key issues, important points, discussed action 

items, other interesting points

1 What effect has COVID-19 had on this community? 

2 What are participants’ thoughts about COVID-19 

vaccination?

3 Who tends not to be vaccinated? 

4 What makes it easier for people to get vaccinated? 

5 What makes it harder for people to get vaccinated? 

6 What types of misinformation are circulating? 

7 Who are trusted messengers in this community? 

8 What role can the health department, community-based 

organization, or other organization play to make sure everyone

gets the vaccine?
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 46

Synopsis of Above Discussions Based on Debriefing After a Specific 

Community Interview/Listening Session

Questions Summary of key issues, important points, discussed action 

items, other interesting points

1 What are some summarized key themes from this 

community Interview/listening session?

2
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 47

Appendix C: 

Observation
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 48

This form can be used to record observations for any meetings or gatherings where the audiences of focus congregate 

or for listening sessions facilitated by others. Note: Tailor these questions and probes as needed for your specific

community circumstances

Observations may provide you with the opportunity to do intercept interviews in some settings. For more information

about Intercept Interviews, see section following Observation Questions

Event name (if applicable): ______________________________________ 

Date: ______________________

Hosting organization (if applicable): _____________________________________

Location: ______________________________________

Observer: ________________________

Observation Questions

1. How many people/participants were ther

2. How would you describe the people/participant

3. What was the atmosphere of the event/locatio

4. What was the tone of the discussio

5. What did you observe about COVID-19 vaccination services or vaccine education being offered

6. What did you notice about interactions between the community and public health staff or healthcare provider

7. What types of information were being shared about COVID-19 vaccines, if any  Who was sharing i

8. Did you hear any misinformation about COVID-19 vaccines? What did you hea
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 49

Appendix D: 

Intercept Interviews
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 50

An intercept interview is a qualitative research method used to gather feedback from a community of focus in a 

central location. The interview is conducted by approaching respondents in public places such as parks, farmers

markets, street corners, restaurants/bars, or grocery stores. An intercept interview is an informal conversation that

includes a brief set of open-ended questions. Once feedback is received from the respondent, a clearer view of each of

their perspectives are captured regarding COVID-19 vaccination

 7 Tips for Conducting Intercept Interviews

• Intercept interviews should be kept brief; no more than 5 minutes

• Look for people who may offer a unique perspective on community life, such as a pawn shop owner, gas station 

attendant, local artist, or community garden manager

• If your assessment is focused on pediatric vaccines, seek out parents.

• If your assessment is focused on adolescent vaccination, you could also speak with teens as they are often involved in 

vaccine decision-making along with their parents. Remember to get permission before speaking with minor

• Always identify yourself, state your purpose for approaching the respondent, and provide the purpose of the intercept interview

• First impressions matter. Consider who may be best placed to strike up a chat in your group. It may be mos

appropriate for a community health worker or someone from the community to start the conversation

• Your entry conversation may not be vaccine related. Start with any relevant topic and be engaged, then transition

to, “We’re here working with [NAME OF ORGANIZATION] to understand what’s happening here in the community 

about COVID-19 vaccinations. Do you mind if I ask you a few questions?

• Assume that a lot of your interactions will be standing, and so where possible, carry a small notebook or handheld 

device for note taking during or immediately afterward

• Sometimes it is helpful to have fewer members of the interview team standing around, so the conversation 

doesn’t feel intimidating. Step back or leave if someone else does not need additional suppor

• Understand that intercept interviews are to be used as “pulse checks” on community perceptions and are not 

meant to be comprehensive or representative of the entire population – convenience samples are fine

Sample Intercept Interview

Hi, my name is ____. I am with the local health department. We are talking to people in [NAME OF CITY] about COVID-1

vaccinations. Do you have a few minutes to chat with me? I don’t need your name or any personal informatio

• What have you heard about vaccines? 

• Have you gotten a vaccination yourself? If yes, what motivated you to get vaccinated? If no, what is keeping you 

from getting vaccinated? 

• If you have children, do you plan to get them vaccinated? Why or why not?

• Do you have any suggestions for the health department about how to encourage more people to get a COVID-19 vaccine?

•
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 51

Appendix E: 

Surveys
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 52

Surveys

This document contains CDC’s recommended survey items on COVID-19 vaccine confidence and uptake. Select

questions relevant to your population or study design. There are three sets of tables: adult-focused, parent/caretakerfocused, and healthcare worker-focuse

Adult-Focused Questions

Domain: Thinking and Feeling

Construct Question Response Scale

Perceived 

susceptibility

How concerned are you about getting COVID-19? • Not at all concerned

• A little concerned

• Somewhat concerned

• Very concerned

Confidence in vaccine 

effectiveness

How important do you think getting a COVID-19 

vaccine is to protect yourself against COVID-19?

• Not at all important

• A little important

• Somewhat important

• Very important

Confidence in vaccine 

safety

How safe do you think a COVID-19 vaccine is for you? • Not at all safe

• Somewhat safe

• Very safe

• Completely safe

Had COVID-19 To your knowledge, have you ever had COVID-19? • Yes

• No

• Not sure

Anticipated regret How much do you agree with the following 

statement?

If no vaccine doses received

If I do not get a COVID-19 vaccine, I will regret it

If any vaccine doses received

If I had not gotten a COVID-19 vaccine, I would have 

regretted it

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 53

Construct Question Response Scale

Perceived vaccine 

benefits

[Do / Did] you feel the need to get a COVID-19 

vaccine so that you [can / could] do the following?

Select all that apply.

• Socialize with family

• Socialize with friends 

• Attend mass public gatherings (such as 

sporting events or music festivals)

• Travel by plane 

• Attend religious services

• Go to a healthcare facility

• Receive medical care

• Go to work or school

• Not wear a mask

• None of the above

Trust How much do you trust the healthcare providers who 

gave you a COVID-19 vaccine?

• Do not trust

• Somewhat trust

• Mostly trust

• Fully trust

Trust How much do you trust the public health agencies 

that recommend COVID-19 vaccines?

• Do not trust

• Somewhat trust

• Mostly trust

• Fully trust

Construct Question Response Scale

Social norms If you had to guess, about how many of your family 

and friends have received a COVID-19 vaccine? 

• None

• Some

• Many

• Almost all

Provider 

recommendation

Has a doctor, nurse, or other health professional ever 

recommended that you get a COVID-19 vaccine?

• Yes

• No

• Not sure

Exposure to 

misinformation

In the last month, have you seen or heard 

any negative information about the safety or 

effectiveness of COVID-19 vaccines?

• Yes

• No

• Not sure

Domain: Social Processes
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 54

Construct Question Response Scale

Vaccine information In the past month, how often have you tried to find 

information about COVID-19 vaccines?

• Never

• Rarely

• Sometimes

• Often

• Not sure

Social pressure [Do / Did] you feel any of the following tried to 

influence you to get a COVID-19 vaccine?

• Family

• Friends

• Your employer

• Coworkers 

• Schools 

• Businesses you go to (such as restaurants 

or grocery stores)

• Celebrities or influencers

• Religious leaders

• Doctors or other healthcare providers

• Government officials

• None of these

Social pressure [Do / Did] you feel any of the following tried to 

influence you to AVOID getting a COVID-19 vaccine?

• Family

• Friends

• Your employer

• Coworkers 

• Schools 

• Businesses you go to (such as restaurants 

or grocery stores)

• Celebrities or influencers

• Religious leaders

• Doctors or other healthcare providers

• Government officials

• None of these

Social responsibility How much do you agree with the following 

statement?

I have a responsibility to get vaccinated for COVID-19 

to protect others

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree 
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 55

Construct Question Response Scale

Perceived access How difficult [would it be for you / was it for you] to 

get a COVID-19 vaccine? 

• Not at all difficult

• A little difficult

• Somewhat difficult

• Very difficult

Incentives Have you heard of cash prizes or other rewards being 

offered in your area to people who get a COVID-19 

vaccine?

• Yes 

• No

• Not sure

Requirements Does your work or school require you to get a 

COVID-19 vaccine?

• Yes

• No

• Unemployed/Not applicable (Not in 

school, home schooled)

• Not sure

Self-efficacy How much do you agree with the following 

statement:

I can get a COVID-19 vaccine if I want to

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree 

Perceived barriers Many things might make it difficult to get a COVID-19 

vaccine. Which of the things in this list [made]

[makes] it difficult for you?

• Getting an appointment online

• Not knowing where to get vaccinated

• Hard to get to vaccination sites

• Vaccination sites aren't open at convenient 

times

• None of these 

Incentives Have you been / Were you] offered cash prizes or 

other rewards [to get a / before you got your first] 

COVID-19 vaccine?

• Yes 

• No

• Not sure

Incentives How does offering cash prizes or other rewards to get 

a COVID-19 vaccine affect your trust in the vaccine?

• Decreases my trust

• Has no influence on my trust

• Increases my trust

Domain: Practical Issues
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 56

Construct Question Response Scale

Behavior Have you received at least one dose of a COVID-19 

vaccine?

• Yes

• No

• Not sure

Behavior How many doses of a COVID-19 vaccine have you 

received?

• One

• Two

• More than two

• Not sure

Brand Which brand of COVID-19 vaccine did you receive? • Pfizer-BioNTech

• Moderna

• Johnson & Johnson/ Janssen

• Other

• Not sure

Intentions If no vaccine doses received

How likely are you to get a COVID-19 vaccine? 

• Definitely get a vaccine

• Probably get a vaccine

• Not sure

• Probably not get a vaccine

• Definitely not get a vaccine

Other vaccinations Other vaccinations • Yes

• No

• Not sure

Behavior During what month and year did you receive your 

first COVID-19 vaccine?

• Month/Year

• Not sure

Domain: COVID-19 Vaccination
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 57

Domain: Demographic

Construct Question Response Scale

Age What is your current age? • [Numeric entry]

Age What is the age of your child? • [Numeric entry]

Gender What is your gender? • Male

• Female

• Non-binary 

• Something else

Transgender identity Do you consider yourself transgender? • Yes

• No

Sexual orientation What best describes your sexual orientation? • Heterosexual/straight 

• Lesbian or gay 

• Bisexual 

• Something else 

Pregnancy/lactation Are you currently trying to get pregnant, pregnant, or 

breastfeeding?

• Trying to get pregnant

• Pregnant 

• Breastfeeding 

• None of the above 

Hispanic ethnicity Are you of Hispanic or Latino origin? • Yes

• No

Race Please choose one or more of the following 

categories to describe your race

• White

• Black or African American

• American Indian

• Alaska Native

• Native Hawaiian

• Pacific Islander

• Something else ________

ZIP code What is your ZIP code? • [Text entry]

Household size Including the adults and all the children, how many 

people live in your household?

• [Numeric entry]
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 58

Construct Question Response Scale

Nativity Were you born in the United States? • Yes

• No

Education What is the highest grade or year of school you have 

completed?

• 8th grade or less

• 9th-12th grade, no diploma

• High school graduate or GED completed

• Completed a vocational, trade, or business 

school program

• Some college credit but no degree

• Associate degree (AA, AS)

• Bachelor's degree (BA, BS, AB)

• Master's degree (MA, MS, MSW, MBA)

• Doctorate (PHD, EDD) or professional 

degree (MD, DDS, DVM, JD)

Essential worker Are you a frontline or essential worker according to 

your state or region?

• Yes

• No

• Not sure

Occupation In what location or setting do you currently work? • Healthcare (such as hospital, doctor, 

dentist or mental health specialist office, 

outpatient facility, long-term care, home 

health care, pharmacy, medical laboratory)

• Social service (such as child, youth, family, 

elderly, disability services)

• Preschool or daycare

• K-12 school

• Other schools and instructional settings 

(such as, college, university, professional, 

business, technical or trade school, driving 

school, test preparation, tutoring)

• First response (such as police or fire 

protection, 

• Emergency relief services)

• Death care (such as funeral home, 

crematory, cemetery)

• Correctional facility (such as jail, prison, 

detention center, reformatory)

• Food and beverage store (such as grocery 

store, warehouse club, supercenters, 

convenience store, specialty food store, 

bakery)
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 59

Construct Question Response Scale

Occupation In what location or setting do you currently work? • Agriculture, forestry, fishing, or hunting 

Food manufacturing facility (such as 

meat-processing, produce packing, food or 

beverage manufacturing) 

• Non-food manufacturing facility (such 

as metals, equipment and machinery, 

electronics)

• Public transit (such as bus, commuter rail, 

subway, school bus)

• United States Postal Service

• Other

• Not sure

Income Please think about your total combined family 

income during 2020 for all members of the family

Include money for jobs, social security, retirement 

income, unemployment payments, public assistance, 

and so forth. Also include income from interest,

dividends, net income from business, farm, rent, or 

any other money income received. Can you select

that amount before taxes?

• Less than $5,000 

• $5,001-$10,000

• $10,001-$20,000

• $20,001-$40,000 

• $40,001-$60,000 

• $60,001-$75,000 

• $75,000-$150,000 

• $150,001 or more 

• Not sure

Insurance Do you have any kind of health care coverage? This 

includes health insurance, prepaid plans such as 

HMOs, or government plans such as Medicare, or 

Indian Health Service

• Yes

• No

• Not sure

Experience of 

discrimination

When seeking health care in the last 2 years, do you 

feel your experiences were worse than, the same as, 

or better than people of other races or ethnicities?

• Worse than other races or ethnicities 

• The same as other races or ethnicities 

• Better than other races or ethnicities 

Eligibility Do you have a health condition that may put you at a 

higher risk for COVID-19?

• Yes

• No

• Not sure

Eligibility If yes or not sure of health condition

Can you tell me what that is? 

Please specify ______________

• Cancer

• Chronic kidney disease

• Chronic lung diseases (chronic obstructive 

pulmonary disease or COPD) 

• Asthma (moderate to severe)
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 60

Construct Question Response Scale

Eligibility If yes or not sure of health condition

Can you tell me what that is? 

Please specify ______________

• Cancer

• Chronic kidney disease

• Chronic lung diseases (chronic obstructive 

pulmonary disease or COPD) 

• Asthma (moderate to severe)

• Interstitial lung disease, cystic fibrosis, or 

pulmonary hypertension

• Dementia or other neurological conditions

• Diabetes (type 1 or 2)

• Down syndrome

• Heart conditions (such as heart failure, 

coronary artery disease, cardiomyopathies 

or hypertension)

• HIV infection

• Immunocompromised state (weakened 

immune system)

• Liver disease (chronic liver disease, such as 

alcohol-related liver disease, nonalcoholic 

fatty liver disease, and cirrhosis [scarring of 

the liver])

• Overweight (high BMI)

• Pregnancy

• Sickle cell disease or thalassemia 

(hemoglobin blood disorder)

• Smoking (current or former)

• Solid organ or blood stem cell transplant 

(including bone marrow transplant)

• Stroke or cerebrovascular disease

• Substance use disorders (such as alcohol, 

opioid, or cocaine use disorder)

• Other

• Not sure

Cognitive difficulty Do you have serious difficulty seeing, hearing, 

walking, remembering, making decisions, or 

communicating?

• Yes

• No

• Not sure

Mental health Would you say your mental health is excellent, very 

good, good, fair, or poor?

• Excellent

• Very good

• Good

• Fair

• Poor
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 61

Parent-Focused Questions

Domain: Thinking and Feeling — Parent/Caretaker

Construct Question Response Scale

Perceived 

susceptibility

How concerned are you about your child getting 

COVID-19? 

• Not at all concerned

• A little concerned

• Somewhat concerned

• Very concerned

• Don’t know

• Refused

Confidence in vaccine 

effectiveness

Once your child is eligible for the vaccine, how 

important do you think getting a COVID-19 vaccine is 

to protect [child's name] against COVID-19? 

• Not at all important

• A little important

• Somewhat important

• Very important

• Don’t Know

• Refused

Confidence in vaccine 

safety

How safe do you think a COVID-19 vaccine is for your 

child? 

• Not at all safe

• Somewhat safe

• Very safe

• Completely safe

• Don’t Know

• Refused

Had COVID-19 To your knowledge, has your child ever had 

COVID-19?

• Yes

• No

• Don’t Know

• Refused 

Anticipated regret How much do you agree with the following 

statement: 

“If I do not get [child's name] a COVID-19 vaccine, I 

will regret it." "If I had not gotten my child a COVID-19

vaccine, I would have regretted it.

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree

• Don’t Know

• Refused
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 62

Construct Question Response Scale

Perceived vaccine 

benefits

[Do / Did] you feel the need to get your child a 

COVID-19 vaccine so that he/she could do the 

following?

Check all that apply

• Socialize with family

• Socialize with friends 

• Attend mass public gatherings (such as 

sporting events or music festivals)

• Travel by plane 

• Attend religious services

• Go to a healthcare facility

• Receive medical care

• Go to work or school

• Not wear a mask

• None of the above

Trust How much do you trust the healthcare providers who 

gave your child a COVID-19 vaccine?

• Do not trust

• Somewhat trust

• Mostly trust

• Fully trust

Trust How much do you trust the public health agencies 

that recommend COVID-19 vaccines?

• Do not trust

• Somewhat trust

• Mostly trust

• Fully trust
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 63

Domain: Social Processes — Parent/Caretaker

Construct Question Response Scale

Social norms If you had to guess, about how many of your family 

and friends have gotten a COVID-19 vaccine for their 

children aged [XX-XX] years? 

• None

• Some

• Many

• Almost all

• Don’t Know

• Refused

Provider 

recommendation

Has a doctor or nurse, or other health professional 

ever recommended that you get a COVID-19 vaccine 

for your child?

• Yes

• No

• Don’t Know

• Refused

Exposure to 

misinformation

In the last month, have you seen or heard 

any negative information about the safety or 

effectiveness of COVID-19 vaccines?

• Yes

• No

• Not sure

Vaccine information In the past month, how often have you tried to find 

information about COVID-19 vaccines? 

• Never

• Rarely

• Sometimes

• Often

• Not sure

Social pressure [Do / Did] you feel any of the following tried to 

influence you to get your child a COVID-19 vaccine?

• Family

• Friends

• Your employer

• Coworkers 

• Schools 

• Businesses you go to (such as restaurants 

or grocery stores)

• Celebrities or influencers

• Religious leaders

• Doctors or other healthcare providers

• Government officials

• None of these
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 64

Construct Question Response Scale

Social pressure [Do / Did] you feel any of the following tried to 

influence you to AVOID getting your child a COVID-19 

vaccine?

• Family

• Friends

• Your employer

• Coworkers 

• Schools 

• Businesses you go to (such as restaurants 

or grocery stores)

• Celebrities or influencers

• Religious leaders

• Doctors or other healthcare providers

• Government officials

Social responsibility How much do you agree with the following 

statement: I have a responsibility to get my child 

vaccinated for COVID-19 to protect others

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree 

Domain: Practical Issues — Parent/Caretaker

Construct Question Response Scale

Perceived access How difficult would it be for you/was it for you to get 

your child a COVID-19 vaccine?

• Not at all difficult

• A little difficult

• Somewhat difficult

• Very difficult

Incentives Have you heard of cash prizes or other rewards being 

offered in your area to people who get a COVID-19 

vaccine?

• Yes 

• No

• Not sure

Incentives [Have you been / Were you] offered cash prizes or 

other rewards [to get a / before your child got his/her 

first] COVID-19 vaccine?

• Yes 

• No

• Not sure

Incentives How does offering cash prizes or other rewards to get 

a COVID-19 vaccine for your child affect your trust in 

the vaccine?

• Decreases my trust

• Has no influence on my trust

• Increases my trust
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 65

Construct Question Response Scale

Requirements Does your child’s school require them to get a 

COVID-19 vaccine to attend in-person classes?

• Yes

• No

• Not in school, home schooled

• Not Know

• Refused

Self-efficacy How much do you agree with the following 

statement: I can get my child a COVID-19 vaccine if I 

want to

• Do not agree

• Somewhat agree

• Strongly agree

• Very strongly agree

Perceived barriers Many things might make it difficult to get a COVID-19 

vaccine for your child. Select which of the following

make it difficult for your child

• Getting an appointment online

• Not knowing where to get vaccinated

• Hard to get to vaccination sites

• Vaccination sites aren't open at convenient

times

• None of these

Domain: COVID-19 Vaccination — Parent/Caretaker

Construct Question Response Scale

Behavior Has your child received at least one dose of a 

COVID-19 vaccine?

• Yes

• No

• Don’t Know

• Refuse

Behavior How many doses of a COVID-19 vaccine has your 

child received?

• One

• Two

• More than two

• Don’t Know

• Refused

Behavior During what month and year did your child receive 

their first COVID-19 vaccine?

• Month/Year

• Not sure
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 66

Construct Question Response Scale

Brand Which brand of COVID-19 vaccine did your child

receive?

• Pfizer-Biontech

• Moderna

• Johnson & Johnson/

• Janssen

• Other

• Not sure

Intentions ASK IF NO VACCINE DOSES RECEIVED

Once your child is eligible for the vaccine, how likely 

are you to get your child a COVID-19 vaccine? 

• Definitely get a vaccine

• Probably get a vaccine

• Not sure

• Probably not get a vaccine

• Definitely not get a vaccine

• Not Sure

• Don’t Know

• Refused

Other vaccinations In the past two years, has your child received any 

type of vaccine that was not a COVID-19 vaccine, 

such as seasonal flu?

• Yes

• No

• Not sure

Domain: Demographic — Parent/Caretaker

Construct Question Response Scale

Eligibility What age is your child? • [Numeric entry]

Eligibility Does your child have a health condition that may 

put him/her at a higher risk for COVID-19?

• Yes

• No

Eligibility ASK IF YES OR NOT SURE ABOUT HEALTH CONDITION

Can you tell me what that is? 

Please specify _______

• Cancer

• Chronic kidney disease

• Chronic lung diseases (chronic obstructive

pulmonary disease or COPD)

• Asthma (moderate to severe),

• Interstitial lung disease, cystic fibrosis, or

pulmonary hypertension

• Dementia or other neurological conditions

• Diabetes (type 1 or 2)

• Down syndrome
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 67

Construct Question Response Scale

Eligibility ASK IF YES OR NOT SURE ABOUT HEALTH CONDITION

Can you tell me what that is? 

Please specify _______

• Down syndrome

• Heart conditions (such as heart failure,

coronary artery disease, cardiomyopathies

or hypertension)

• HIV infection

• Immunocompromised state (weakened

immune system)

• Liver disease (chronic liver disease, such as

alcohol-related liver disease, nonalcoholic

fatty liver disease, and cirrhosis [scarring of

the liver])

• Overweight (high BMI)

• Pregnancy

• Sickle cell disease or thalassemia

(hemoglobin blood disorder)

• Smoking (current or former)

• Solid organ or blood stem cell transplant

(including bone marrow transplant)

• Stroke or cerebrovascular disease

• Substance use disorders (such as alcohol,

opioid, or cocaine use disorder)

• Other

• Not sure

Mental health Would you say you child’s mental health is: excellent; 

very good; good; fair; or poor?

• Excellent

• Very good

• Good

• Fair

• Poor

Age What is your child’s current age? • [Numeric entry]

Gender What is your child’s gender? • Male

• Female

• Non-binary

• Something else

Transgender identity Would you consider your child as transgender or nonbinary?

• Yes

• No

• Not sure
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 68

Construct Question Response Scale

Sexual orientation What best describes your child’s sexual orientation? • Heterosexual/straight

• Lesbian or gay

• Bisexual

• Something else

• Not Applicable

Hispanic Ethnicity Is your child of Hispanic or Latino origin? • Yes

• No

Race Please choose one or more of the following 

categories to describe your child’s race

• White

• Black or African American

• American Indian

• Alaska Native

• Native Hawaiian

• Pacific Islander

• Something else ____

Experience of 

discrimination

When seeking health care in the last 2 years, do 

you feel your child’s experiences were worse than, 

the same as, or better than people of other races or 

ethnicities?

• Worse than other races or ethnicities

• The same as other races or ethnicities

• Better than other races or ethnicities

Insurance Does your child have any kind of health care 

coverage? This includes health insurance, prepaid 

plans such as HMOs, or government plans such as 

Medicare, or Indian Health Service

• Yes

• No

• Not sure

Income Please think about your total combined family 

income during 2020 for all members of the family

Include money for jobs, social security, retirement 

income, unemployment payments, public assistance, 

and so forth. Also include income from interest,

dividends, net income from business, farm, rent, or 

any other money income received. Can you select

that amount before taxes?

• Less than $5,000

• $5,001-$10,000

• $10,001-$20,000

• $20,001-$40,000

• $40,001-$60,000

• $60,001-$75,000

• $75,001-$150,000

• $150,001 or more

• Not sure

ZIP code What is your ZIP code? • Enter _____

Nativity Was your child born in the United States? • Yes

• No

Household size Including the adults and all the children, how many 

people live in your household?

• [Numeric entry]
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 69

Healthcare Worker Questions

Domain: Demographic

Construct Question Response Scale

Health worker role What is your current role? • Physician (MD/DO)

• Nurse

• Paramedic/first responder

• Physician assistant

• Nurse practitioner

• Allied health (e.g., MAs, tech, CNA

• Community health worker

• Pharmacist

• Other health worker_______

Health worker setting Do you currently work in any of the following 

locations?

Select all that apply.

• Hospital

• Physician’s office, or other non-hospital

setting (e.g., medical clinic, urgent ca

outpatient surgery center, or any other

outpatient or ambulatory care setting)

• Dentist office or dental clinic

• Pharmacy

• Nursing home, assisted living facility, or

other long-term care facility

• Home health agency or home health care

• Emergency medical service (EMS) setting

(e.g., pre-hospital EMS setting, ambulanc

paramedic, or patient transport service, or

fire department)

• Other________

Domain: Motivation — Healthcare Worker

Construct Question Response Scale

Willingness to How comfortable do you feel addressing patient • Very comfortable

recommend concerns about the COVID-19 vaccine (e�g�, concerns • Somewhat comfortable

about side effects)? • Comfortable

• Somewhat uncomfortable

• Very uncomfortable

Domain: Social Processes — Healthcare Worker

Construct Question Response Scale

HCP stigma Have you been treated poorly by others during the 

COVID-19 pandemic because you are a healthcare 

worker?

• Yes

• No
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 70

Appendix F: 

Social Listening and 

Monitoring Tools 
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 71

Social Listening and Monitoring Tools

Social and traditional media listening is a key strategy to quickly identify and address misinformation about COVID-19 

vaccines. This includes identifying trending inaccurate information, which, if not addressed, can lead to the spread

of misinformation. Catching misinformation early can help you develop and get out accurate information to address

concerns and questions ahead of time and close information gaps before they are filled with inaccurate information

For more guidance, consult How to Address COVID-19 Vaccine Misinformation

Steps for Conducting Effective Social Listening

1. Identify existing monitoring tools: Your organization may have existing tools available to conduct social listeni

If your organization has social media accounts, platforms such as Twitter and Facebook have some level of built-in 

analytics that are quick and easy to gather. An organization’s website is another valuable resource that can provide

insight about audience use and habits. If your organization has a hotline where people can submit questions, a quick

scan of call logs could also help you understand concerns and questions of your community of focus

2. Set up a social and traditional media monitoring system: You can sign up for many free monitoring tools for trackin

social and traditional media. Develop Boolean search queries, which are a type of search allowing users to combine

key words with operators (or modifiers) such as AND, NOT, and OR to further produce more relevant results. Use these

queries on each platform. For example, to understand questions about whether people know where to get vaccinated,

you can search for “COVID vaccine” and “where.” The search queries should be informed by the assessment’s research

questions and should be specific to your community or geographic location of interest (see below)

3. Check your monitoring tools regularly: A dedicated team member should log into all monitoring tools a

regularly scheduled time points (e.g., once a day) and gather social listening data. If available and needed, use t

filtering feature in your monitoring tool to focus on a specific location or language. Use content themes provided

below to keep track of what you are seeing on different platforms

4. Analyze and develop insights: After scanning content, try to make sense of what you are finding. Answeri

the questions below can be a good start. Develop integrated insights by considering findings from other data

collection activities

» What questions are people asking about COVID-19 vaccination?

» What are people’s attitudes and emotions that may be linked to vaccination behavior?

» What rumors or misinformation are circulating and how quickly are they spreading?

» What overarching themes and narratives--beyond individual pieces of content--emerge from widely circulated

rumors and misinformation?

» How are people responding to and interpreting vaccine-related communication from public health authorities?

5. Report out on a regular basis: The insights you develop from social listening should be shared with you

assessment team and other partners. See below for a template you can use to report finding

6. Ensuring continuity and understanding trends: One of the strengths of social listening is being able to asses

trends over time (e.g., how people’s concerns change, how misinformation mutates). Steps 3-5 should be repeat

regularly throughout the course of COVID-19 vaccine distribution in your community, beyond the three-week 

assessment time frame if possible. Once you establish a social-listening system and regular reporting rhythm,

it should be less resource-intensive to continue these activities long-term. If your organization hasn’t already

incorporated social listening into its long-term activities or goals, this might be a useful strategy to adopt
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 72

Social Media Monitoring Tools

A host of social media monitoring tools, both free and paid, are available to help organizations in conducting social 

listening. Some key benefits of using a social media monitoring tool or software include:

• Monitoring social media sentiments in real time

• Tracking conflicting or competitive messages

• Monitoring many accounts across various social platforms

• Saving time from doing manual searches and ensuring you are constantly plugged in

Social Listening Tools

Monitoring Tool Name Cost? (Amount$) Covered Platforms Covers Traditional 

Media? (Y/N)

Search Capabilities

Google Alerts Free Web content (e.g., we

pages, forums, blogs, 

news sites, YouTube) 

but not social media 

content

Yes Key words

Hootsuite Insights Paid (free demo 

available)

Twitter, Facebook, 

Instagram, Reddit, 

Tumblr, and more

No Key words, hashtags

CrowdTangle Free (with paid 

features)

Facebook, Instagram, 

Reddit

Yes Key words, hashtags

TweetDeck Free Twitter Yes Hashtag, key words, 

Boolean search 

capability

Social Mention Free Twitter, Facebook, 

FriendFeed, YouTube, 

Digg, Google, etc

No

Talkwalker Alerts Free Blogs, websites, forums, 

and social media

No

Meltwater Paid (free demo 

available)

Online news, social 

media, print, broadcast, 

podcast

Yes Boolean search 

capability

Cision Paid (free demo 

available)

Online news, all social 

media, print, broadcast, 

podcast, radio

Yes Boolean search 

capability

Awario Paid Facebook, Twitter, 

Instagram, YouTube, 

Reddit, news, blogs

Yes Boolean search 

capability

TVEyes Paid (free trial available) Television and radio Yes
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 73

Platform Analytics 

In addition to various monitoring tools, you can also use native search features built into social media platforms. Using

advanced search filters and Boolean operators, you can find specific content easily.

Twitter: Twitter is one of the easiest platforms to monitor but be sure the relevant conversations are happening there

Twitter is often used to identify breaking news. Twitter has an advanced search option, which gives an easy interface

to make very specific queries, such as only searching for tweets from or to specific accounts, during certain time 

periods, or containing particular types of content, such as videos or links

Facebook and Instagram: Facebook’s native search includes a host of filters, including the ability to search for public 

posts in public Groups and Pages, for example. You can also search by date and by tagged location, as well as by media

type, such as videos, photos, or livestreams

TikTok: Tiktok allows you to easily see the current most popular hashtags simply by pressing the discover icon on the 

bottom of your screen. You can start searching for a key word at the top of the page. After you enter the key word

TikTok will give you different tabs

WhatsApp: WhatsApp is the most popular messaging app globally, and its group chat function is well-suited to 

amplifying the impact of information, but closed chat groups are difficult to monitor. However, you can join some

groups through publicly available invitation links, which you can find by searching for “chat.whatsapp.com” on Goog

Google Trends: Google Trends tracks the volume of searches for certain key words on several channels, including 

general web, Image search, News search, and YouTube. It can compare results for different key words (up to 15

Results can be filtered by time, geography, or even related queries. It can help in signal detection and tracking of

conversational shifts

Choosing Key Words, Building Boolean Search Queries 

On many online platforms, Boolean search operators can be used to refine what you are looking for: 

• AND: return results with all specified terms

• OR: return results with any specified terms

• NOT: return results without specified terms

• “”: return results with the exact phrase contained in quotation marks

• (): group the terms in parentheses to clarify search strings with multiple operators

Example Search String for COVID-19 Vaccination 

• Vaccine AND (covid-19 OR covid OR coronavirus OR corona)

• (vaccine OR vaccination OR vaccines OR immunization OR immunizations OR immunize) AND (pfizer OR astrazeneca

OR moderna OR oxford) AND (california OR cali OR ca)
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 74

Reporting Findings of Social Media Monitoring 

An important step in the social listening process is reporting the findings. Compile results of your organization’s social

media listening activities into a report that is easy to read and comprehend. Reports should include key findings,

emerging trends, and results-driven recommendations to improve your organization’s strategies. Reports should be

compiled daily, weekly, and monthly depending on organizational need and can range from a simple one-pager of 

key highlights to multiple pages focused on each social platform. The template below for reporting findings of

social listening activities is customizable and should be adjusted to organization needs

Title: COVID-19 Social Listening Insights [Location]: Weekly Update Report [Insert MM.DD.YYYY

Introduction: Input information about your report’s intended goal, your audience of focus, methods used to conduct 

social and traditional media monitoring, and success metrics to provide context for your reader

Profiles discussed in the report: First, identify which social profiles you are tracking and measuring, as this will guide 

what report sections are included

Primary cross-channel metrics: Begin the report with the primary takeaway or key findings, followed by overall 

metrics across channels to provide a snapshot of the social listening space

Include overall key findings from 

daily, weekly, or monthly report

[Insert graphic from cross-channel report]

Key Performance Indicators Results

Total engagement* [total engagement goes here]

Total posts [total posts go here]

Total audience [total audience goes here]

*Standard metrics used to gauge engagement include likes, comments, social shares,

saved items, click-throughs, or retweets
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 75

Platform Top Themes from Current 

Week

Top Themes from Previous 

Week

Facebook 

Twitter

Instagram

Top Social Media Themes, Week of MM.DD.YYYY [Day, Week, or Mont

• Include one to three bullets summarizing emerging themes from each week to help readers see changes across time

• The themes highlighted will depend on programmatic goals and interest. Some example themes to screen fo

include, but are not limited to:

» COVID-19 risk perception

» COVID-19 vaccine hesitancy, demand, or uptake, motivation for and against vaccination (safety issues, access,

etc.

» Discussions on emotions about vaccination (e.g., anger, sadness, happiness, uncertaint

» Prevailing social norms in community of focus

» Common COVID-19 vaccine-related questions

» Types of COVID-19 vaccine misinformation

Facebook 

[Description of Facebook strategy and high-level results]

Primary Facebook Metrics (Day/Week/Month)

Key Performance Indicators Results

Total engagement [total engagement goes here]

Page views [total net new audience goes here]

Page impressions [total impression goes here]

Total reach [total reach goes here]

[Alternatively, or in addition to the table, insert graphic 

showing total engagement, reach, and impressions over time.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 76

Top 3 topics/comments/user questions on COVID-19 vaccination this week

• [Insert your audience’s top topic, comments, or questions asked on Facebook platform]

• [Insert your audience’s second topic, comments, or questions asked on Facebook platform]

• [Insert your audience’s third topic, comments, or questions on Facebook platform]

Audience Demographic

[Insert breakdown of audience interacting with your content.

Top Users and Posts This Week [MM.DD.YYYY

Post Retweets Clicks Mentions Total Engagement

Most reach

Most shared

Top Users and Post from Previous Week [MM.DD.YYY

Post Retweets Clicks Mentions Total Engagement

Most reach

Most shared

Traditional Media 

Key findings: Begin the report with the week’s overall key findings. This can include one of the week’s most

impactful stories with high social engagement covered in your regional, state, and local print or broadcast media

Media landscape: This section should display the breakdown of COVID-19-specific coverage against all other 

coverage in your region, state, or local community, if provided by your social listening tool

Most Shared Articles Published This Week

[Include a blurb summarizing the emerging themes of the most-shared articles.

Coverage Topics by Category This Week

Include graphic displaying 

COVID-19 topic areas by 

category

[Accompany the graphics with a box showing any 

changes in coverage from a previous week. This will

clearly identify what topics (e.g., general vaccination

access to vaccination, social norms, hesitancy, cultural 

factors influencing vaccination, adverse effects) are 

dominating traditional media space.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 77

Discussion Boards, Forums, Blogs

Top topics covered in discussion boards, forums, and blogs [Day, Week, Month]

Top Topic Relevant Comments

[Insert discussion board 

tracked by your organization.

[Insert forums tracked by your 

organization.

[Insert blogs tracked by your 

organization.
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 78

Appendix G: 

Insights Synthesis Tool
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 79

Insights Synthesis Tool 

Use this tool to compare and contrast your survey findings with findings from interviews, focus groups, and 

observations. What themes can you identify across all findings? Which findings reinforce each other? Which ones

contradict each other? Are examples that illustrate something working well?

Population of Focus Summary of Key 

Findings Across Data 

Collection Activities

Summary of Barriers 

to Vaccination

Summary of 

Facilitators of 

Vaccination

Summary of Proposed 

Solutions

e.g., Parents of you

children

e.g., African Americ

residents in urban areas

e.g., Hispanic/Lati

residents in urban areas

e.g., Members of

particular religious

community

e.g., Migra

farmworkers
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 80

Appendix H:

Intervention Tables
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 81

Intervention Tables 

The table below suggests potential interventions for the COVID-19 surveys included in this guide for adults and 

healthcare providers

Please note that you would only suggest these interventions or solutions when the indicators are faring poorly--for 

example, when the indicator corresponding to the construct general vaccination knowledge (row 2) shows a high 

percent of adults who do not know where to get vaccines for themselves.

Domain Indicator

(Problem Areas)

Intervention Category and 

Description

What people think and feel • Community members

have low trust in vaccines

• Community members do

not feel that vaccines are

safe or effective

• Community members do

not feel that vaccines are

important for COVID-19

prevention

1. Educational campaign

a. Educational campaign consisting of informational poster

with disease risk, letters, educational materials, group

educational session highlighting disease salience and

importance of vaccine, posters encouraging vaccination to

protect yourself 1, 2

b. Personalized education about vaccine

c. Employee health education in workplace settings

d. Decision aid that guides individual through vaccinatio

decision-making process5

e. Health risk appraisal (assessing health risk behaviors an

uptake of preventative care)6

f. TV/media ads to raise awareness about disease and respons

efficacy for a specific population (e.g., 65+ and 50+

2. Institutional recommendation

a. Institutions and workplaces encourage vaccination an

provide vaccination stickers2, 8, 9

3. Not categorized

a. Vaccination campaign in a workplace or congregate settin

consisting of a mandatory declination policy where HCWs sign

a form saying they are declining the vaccine and understand

the risks of non-vaccination to themselves and others9
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 82

Domain Indicator

(Problem Areas)

Intervention Category and 

Description

Social processes Community lacks strong 

social norm emphasizing 

vaccination

1. Vaccination on site

a. Increase convenient access to and affordability of vaccine b

providing vaccination on site or at workplace4

2. Institutional recommendation

a. Institutions and workplaces encourage vaccination9-11 an

provide vaccination stickers9, 10

Motivation Community is not motivated 

to get vaccinated or does 

not intend to get vaccinated 

despite recommendation

1. Educational campaign

a. Educational campaign consisting of informational poster

with disease risk, letters, educational materials, group

educational session highlighting disease salience and

importance of vaccine, posters encouraging vaccination to

protect yourself1, 2

b. Personalized education about COVID-19 vaccination3, 12, 1

c. Employee health education in workplace settings1-4, 1

2. Reminders and recall

a. Letter, telephone, and email reminders11, 15-1

b. Wall-in clinics14, 1

c. Patient outreach for reminder and assistance with follow-u

and appointments16

3. Message framing

a. Messaging that emphasizes the disadvantages of not gettin

vaccinated18

b. Letters/messaging that emphasize vaccination norms (tha

most people get vaccinated)19

4. Incentives

a. Incentives for vaccination, including free lunches, raffles

lottery tickets, and cash prizes4

b. Monetary incentives for vaccination9, 2

5. Institutional recommendation

a. Institutions and workplaces encourage vaccination an

provide vaccination stickers, thereby creating an institutional

norm to get vaccinated2, 9-11

6. Vaccine champions

a. Vaccine champions: Influential figures get vaccinated an

promote vaccination15
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 83

Domain Indicator

(Problem Areas)

Intervention Category and 

Description

Practical issues Community experiencing 

barriers to accessing the 

vaccine

1. On-site vaccination

a. Increasing vaccination access with vaccination offered nea

hospital/clinic entrances9

b. Increasing vaccine accessibility in work site/high traffic areas

c. Vaccination at clinics, conferences, and house staff lounges1

d. Increasing accessibility (e.g., mobile carts, during night 

weekend shifts)1, 4

e. Offer an option of getting vaccinated at home1

2. Free/affordable vaccines

a. Free vaccines, free vaccination services2, 4, 13, 1

Acknowledgement: Dr. Erin James, Dr. Amyn Malik, and Dr. Saad Omer from Yale University, Institute for Global Heal

carried out the review of evidence on behavioural interventions to increase uptake of adult vaccination
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 84

References

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among older people: a randomised controlled trial. Br J Gen Pract. 2002;52:717-8, 20

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6. Dapp U, Anders JA, von Renteln-Kruse W, Minder CE, Meier-Baumgartner HP, Swift CG, et al. A randomized tri

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15. Abramson ZH, Avni O, Levi O, Miskin IN. Randomized trial of a program to increase staff influenza vaccination 

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19. Yokum D, Lauffenburger JC, Ghazinouri R, Choudhry NK. Letters designed with behavioural science increa

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COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 86

Appendix I: 

RCA Findings PowerPoint 

Presentation Template
COVID-19 Vaccine Confidence | Rapid Community Assessment Guide 87

The images below are examples of a PowerPoint template developed for you to use to report the finding of your RCA

You can download the actual template from the RCA webpage. Be sure that you have permission to use any photos or

images that you use in your presentation. You should also provide a source line under the photo or in the slide foote

Examples of PowerPoint Presentation Slides