Aim: This study aims to apply the Intervention Mapping protocol and Social Cognitive Theory in the development of an infection prevention and control education program aimed at critical care nurses. Background:Education programs have been widely used to improve awareness toward infection prevention and control, but the development of an integrated theory-and evidence-based education program tailored to critical care nurses has not yet been discussed. Subject and Methods: Data are from the Hospital Universiti Sains Malaysia infection control records. The 6-step Intervention Mapping protocol and the Social Cognitive Theory were used to develop an infection prevention and control education material tailored to critical care nurses. The educational material was also influenced by Previous literature, hospital infection control committee, and in-charge nurses of intensive care unit. Results:The educational material was tailored to target knowledge, self-efficacy, and risk perception that identified as the individual determinants of critical care nurses health behavior during assessment phase. In addition to physical environment and organizational support that determined as external determinants. A matrix of change objectives was mapped out for each health behavior determinant, teaching methods, and their practical applications. Conclusion:Applying the Intervention Mapping protocol and the Social Cognitive Theory is effective in developing educational material tailored to critical care nurses to improve their self-confidence and promote knowledge-based practice in infection prevention and control.

Aim: This studypurpose is to assess the effectiveness of the MIMIC module in improving the levels of adult critical care nurses' knowledge and practice towards prevention and control of Healthcare-Associated Infections. Background:The Healthcare-Associated Infections are crucial health problem affecting healthcare system worldwide. While many educational programs and other interventions were developed, the nursing awareness and practice of IPC precautions are still inadequate for handling Healthcare-Associated Infections. Method:A one-group pretest-posttest quasi-experimental design was used and the MIMIC module was implemented as three 2-hour theoretical sessions for each of the three groups of adult critical care nurses and four 30-minute practical sessions for each of the four selected ICUs. Self-administered questionnaire was distributed at two points of time, immediately before and three months after the MIMIC module, in order to assess the effectiveness of the module.Results: A total of 121 adult critical care nurses participated in the study. Following the MIMIC module, the participants' level of knowledge towards prevention and control of Healthcare-Associated Infections indicated a statistically significant improvement, F(1, 120)= 632.679, p < .001, ηp2 = .844 with large effect size. And a statistically significant improvement in levels of practice after implementation of the MIMIC module, F(1, 120)= 113.089, p < .001, ηp2 = .492with large effect size. Conclusion:The MIMIC module is a promising module which can be implemented as Continuing Nursing Education to improve adult critical care nurses' knowledge and practice to prevent and control of Healthcare-Associated Infections.