Lights … camera … infection prevention in action

Abstract

Infection prevention and control (IPC) education of independent contractors is a challenge for Infection Prevention and Control Practitioners (IPCP) working in community, due to the diversity of disciplines working across many services and their geographical locations. This article focuses on two differing and innovative teaching methods of play presentation and educational DVD used by the IPCP in a large city primary care trust—commissioning organisation aimed at general dental practice staff (GDPs). The experience suggests that innovative learning activities such as drama and scenario-based DVDs in teaching IPC principles may be applicable in other areas of primary care areas such as general practice, in the wider healthcare community within care homes and are transferable to acute care settings.

Infection prevention practice: how does experience affect knowledge and application?

“…Problem-based learning is beneficial as it facilitates the learner to develop problem-solving, critical thinking, team working and reflective skills that are essential in the practice setting. This method could be very appropriate for infection prevention education as there are many circumstances to which it could be applied in order to convey the same information as an educator would through the more frequently used pedagogical method, yet to date little has been documented as to the effectiveness of this (Billings, 2010; Ward, 2011). If infection prevention education therefore focuses less on basic standard precautions and more on problem-based scenarios of patients with specific infections, particularly MRSA and C. difficile , improved understanding may well be achieved and reflected by improved application of knowledge to practice.…”

“…Infection prevention training is now mandatory training annually for all healthcare staff in England to improve knowledge (DH, 2008), but large classes or lectures are often used in order to teach the workforce basic infection prevention policy. Yet infection prevention education Peer reviewed article delivered through lectures can lead to a lack of engagement and concentration and often fails to achieve effective interaction (Billings, 2010). It could be suggested that this approach can lead to theory overload and can actually therefore enhance the theory-practice gap that it aims to close (Cole, 2005).…”

“…Similarly for other areas of mandatory training it has also been reported that a 'one size fits all' approach does not meet the learning needs of healthcare professionals attending (Turner et al, 2011) and that practical skills and knowledge decline after three to six months following training delivered by lectures (Hamilton, 2005). This is often because overuse of lecture-based teaching resources can lead to lack of concentration and engagement and often fail to encourage interaction, usually because of the large audience (Billings, 2010). This raises concerns that the content and delivery of infection prevention education in current pre-registration and post-registration nurse education curricula may not be adequate or effective.…”

“…While nurses may practise such skills correctly in a routine circumstance, the application of such practices or problem solving in a novel situation may require a sound knowledge base. It is therefore recognised that interactive education that fosters critical thinking and a questioning approach is essential to facilitate the development of positive attitudes to change towards infection prevention practice (Billings, 2010).…”