Centre for Health Professions Education

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Browsing Centre for Health Professions Education by Author "Aucamp, Magdalena C."

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    Best practices for teaching healthcare workers about infection prevention and control : a systematic review
    (Stellenbosch : Stellenbosch University, 2016-03) Aucamp, Magdalena C.; Van Schalkwyk, Susan; Mehtar, Shaheen; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH ABSTRACT: Background: Education and training of healthcare workers (HCWs) in the theory and practice of infection prevention and control (IPC) is widely regarded as a pivotal measure to reduce the risk of healthcare-associated infection (HAI). Although IPC programmes in healthcare facilities devote much time and effort to teach HCWs about IPC, the education methods may not always be effective to establish immediate and long-term changes in IPC practices. Aim of the study: The aim of the study is to determine which teaching strategies have been used with success to teach HCWs about IPC and to recommend a set of best practices for effective IPC education and training. Method: The researcher conducted a systematic review of primary studies on IPC education interventions published from 1990 to 2013. A total of 76 studies were eventually selected from sources identified by means of an extensive electronic literature search in several databases. Data was extracted and then analysed using a combination of qualitative and quantitative methods. Finally the data was synthesized and the limitations in the methodology acknowledged. Results: The interventions mostly employed a combination of two or more teaching methods and made a conscious attempt to actively engage students in the learning process. There was a strong focus on behaviour change and reinforcement of learning to ensure long-term compliance with IPC standards. Assessment of learning and e-learning was left mostly underutilized and unexplored. No new or useful insights could be obtained from interventions done in resource-poor healthcare facilities. Limitations: Only interventions published in English were reviewed. Most of the interventions were done in resource-rich settings and in urban tertiary education facilities. Conclusion: IPC education strategies require careful consideration, perhaps in equal measure to the subject matter that is being taught, to facilitate effective learning that will result in a change in behaviour and practice in the long term. The systematic review revealed that the approach to IPC education and training needs to be holistic: Apart from the teaching content, consideration must be given to the context within which the teaching will provided, as well as teaching methods that will actively engage HCWs in the learning process and stimulate behaviour change. There should be continuous reinforcement of learning by various means. These considerations and more are included in a set of recommended best practices for in-service education and training in IPC. Recommendations are made for future research projects.