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Enhancing competency in infection prevention and control: Identifying priorities for clinical nurse educational needs
1Department of Nursing, Korea National University of Transportation, Jeungpyeong, Republic of Korea.
Background:
Healthcare-associated infections (HAIs) have become a significant concern globally, posing risks to patients and imposing social and economic burdens. Competency in infection prevention and control (IPC) practices is essential for nurses to effectively reduce the risk of transmission. However, there is a lack of research on educational needs for competency in IPC practices.
Objectives:
This study aimed to assess and prioritize educational needs for the development of educational content focused on the IPC practices of clinical nurses.
Design:
A descriptive cross-sectional design was utilized.
Settings:
This study was conducted at six general hospitals located in five urban regions in South Korea, each with 100 to 300 beds.
Participants:
A total of 226 nurses were recruited as participants for this study.
Methods:
Data were collected from June to July 2021. A total of 226 nurses participated in this study. After examining the perceived importance and current performance of attributes related to IPC, educational needs were identified by paired-sample t-test, importance-performance analysis, Borich's needs analysis, and the Locus for Focus model.
Results:
Items related to IPC were found to have lower performance than importance, highlighting the need for education. Educational needs were the highest for items in the "IPC practices according to microorganisms" category, such as MRSA, VRE, antimicrobial-resistant organisms, Clostridium difficile, scabies, and AIDS. Items in the "isolation precautions" category, including standard precautions, transmission-based precautions, management of isolation rooms, and wearing PPE, also demonstrated high priority in terms of educational needs. The findings suggest the need for training programs for clinical nurses with a focus on specific areas for improving IPC competency.
Conclusions:
The development and implementation of training modules tailored to the educational needs of clinical nurses may enhance their skills, knowledge, and attitudes, ultimately resulting in improved performance.
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