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Aims and ObjectivesThis paper explores patients' perspectives on infection prevention and control.

ObjectiveTo strengthen clinicians’ infection control awareness and risk realisation by engaging them in scrutinising footage of their own infection control practices and enabling them to articulate challenges and design improvements.Design and participantsClinicians and patients from selected wards of 2 hospitals in western Sydney.Main outcome measuresEvidence of risk realisation and new insights into infection control as articulated during video-reflexive feedback meetings.ResultsFrontline clinicians identified previously unrecognised infection risks in their own practices and in their team's practices. They also formulated safer ways of dealing with, for example, charts and patient transfers.ConclusionsVideo-reflexive ethnography enables frontline clinicians to identify infection risks and to design locally tailored solutions for existing risks and emerging ones.

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This study, set in a mixed, adult surgical ward of a metropolitan teaching hospital in Sydney, Australia, used a novel application of video-reflexive ethnography (VRE) to engage patients and clinicians in an exploration of the practical and relational complexities of patient involvement in infection prevention and control (IPC). This study included individual reflexive sessions with eight patients and six group reflexive sessions with 35 nurses. VRE usually involves participants reflecting on video footage of their own (and colleagues') practices in group reflexive sessions. We extended the method here by presenting, to nurses, video clips of their clinical interactions with patients, in conjunction with footage of the patients themselves analyzing the videos of their own care, for infection risks. We found that this novel approach affected the nurses' capacities to recognize, support, and enable patient involvement in IPC and to reflect on their own, sometimes inconsistent, IPC practices from patients' perspectives. As a "post-qualitative" approach, VRE prioritizes participants' roles, contributions, and learning. Invoking affect as an explanatory lens, we theorize that a "safe space" was created for participants in our study to reflect on and reshape their assumptions, positionings, and practices.