Evaluation of interventions to reduce catheter-associated bloodstream infection: Continuous tailored education versus one basic lecture

Features of educational interventions that lead to compliance with hand hygiene in healthcare professionals within a hospital care setting. A BEME systematic review: BEME Guide No. 22

“…Support for the concept of continuous interventions was also reported by Lobo et al (2010), who randomised healthcare professionals to receive either continuous education or a single lecture intervention. Continuous education was found to reduce infections rates after 9 months, whereas no reduction was found in the single intervention comparison group (Lobo et al 2010).…”

“…Feedback, in the form of monthly study results, has been found to be effective at increasing compliance with hand hygiene (Lobo et al 2010) and reducing infection (Zhang et al 2010), and the effectiveness of multifaceted approaches combined with continuous feedback have been recognised (Naikoba & Hayward, 2001). All studies that included the addition of feedback (Lobo et al 2010;Zhang et al 2010;Doron et al, 2011) regarded feedback to healthcare professionals an important and effective measure to improve both healthcare professionals' behaviour and patient outcomes. However, from this review it is not possible from the studies in the review to conclude the nature, place or time of booster sessions with feedback in improving the effectiveness of interventions.…”

“…Eleven studies solely measured a change in healthcare professionals' behaviour (Kirkpatrick level 3) as an outcome measure (Muto et al 2000;Huang et al 2002;Sharek et al 2002;Rosenthal et al 2003;Won et al 2004;Danchaivijitr et al 2005 The remainder looked at the broadly defined change in nosocomial infection rates (Helder et al 2010;Zhang et al 2010), risk of death per 1000 ICU admissions (Gill et al 2009), catheter-related blood stream infections (Lobo et al 2005;Bhutta et al 2007;Lobo et al 2010) and changes in rates of MRSA, vancomycin-resistant enterococci (VRE) and Clostridium difficile (Doron et al 2011). …”

“…Twelve studies measured behavioural change in healthcare professionals (Kirkpatrick level 3;Larson et al 2000;Muto et al 2000;Sharek et al 2002;Rosenthal et al 2003;Won et al 2004;Danchaivijitr et al 2005;Picheansathian et al 2008;Lederer et al 2009a, b;Rosenthal et al 2009;Dierssen-Sotos et al 2010;Lobo et al 2010;Doron et al 2011) and 10 measured change in patient or organisational outcome (Kirkpatrick level 4b;Larson et al 2000;Sharek et al 2002;Won et al 2004;Trautmann et al 2007;Picheansathian et al 2008;Lederer et al 2009a, b;Conrad et al 2010;Lobo et al 2010;Zhang et al 2010;Doron et al 2011). Of these studies, eight (Won et al 2004;Danchaivijitr et al 2005;Trautmann et al 2007;Lederer et al 2009a, b;Conrad et al 2010;Lobo et al 2010;Zhang et al 2010;Doron et al 2011) used performance feedback in addition to the education interventions. This performance feedback undertook several forms such as the use of ultra violet (UV) lamp technology (Conrad et al 2010;Dierssen-Sotos et al 2010) and newsletters regarding current compliance with hand hygiene (Lobo et al 2010).…”

“…Of these studies, eight (Won et al 2004;Danchaivijitr et al 2005;Trautmann et al 2007;Lederer et al 2009a, b;Conrad et al 2010;Lobo et al 2010;Zhang et al 2010;Doron et al 2011) used performance feedback in addition to the education interventions. This performance feedback undertook several forms such as the use of ultra violet (UV) lamp technology (Conrad et al 2010;Dierssen-Sotos et al 2010) and newsletters regarding current compliance with hand hygiene (Lobo et al 2010). …”