Infection Prevention and Control Education Using a Multi-Modal Intervention: A Quasi-Experimental Study
Monakshi Sawhney, Logan Burns, Riley O’Farrell, Leah Sookhoo, Jasleen Farwaha, Caitríona Buckley, Emma Weltz, Jennie McNichols, Laurie Gedcke-KerrIntroduction
The implementation of routine infection prevention and control (IPAC) practices can protect both the health care workers and patients. Unfortunately, nursing students may not have the knowledge or the skills to implement IPAC practices effectively in hospital settings. IPAC education that utilize multiple modes of learning may be an effective way to provide knowledge and practice skills that can be used in the clinical setting. Therefore, this study evaluated changes in knowledge and practice intentions following a multi-modal educational session that included didactic education intermingled with hands-on practice, and video scenarios on IPAC knowledge, attitudes, and self-reported compliance.
Methods
This quasi-experimental study used a pre-test post-test design. Nursing students participated in an educational intervention in class at the University. The education intervention included didactic, kinesthetic, and videos depicting correct and incorrect IPAC practices. The WHO Hand Hygiene Knowledge Questionnaire, the Declarative Intention of Hand Hygiene Behavior, and the Knowledge and Attitudes Regarding Hand Hygiene and Environmental Cleaning/Disinfecting questionnaires, were completed before and after the educational intervention. Data was analysed using descriptive statistics. An effect size was calculated for the WHO Hand Hygiene Knowledge Questionnaire, and changes in knowledge were evaluated using a Wilcoxon Signed Rank Test.
Results
There was improvement in nursing students’ (n = 64) hand hygiene knowledge (pre median score = 20.0, post median score = 21.5, p < 0.01, medium effect size r = 0.41). There was also an improvement in intentions to complete hand hygiene and environmental cleaning and disinfection. Participants were able to identify correct and incorrect IPAC practices after watching the videos.
Conclusion
This study highlights the importance of multiple methods of providing IPAC education to improve knowledge. Continuous education and hands-on experience are essential to improve clinical knowledge.