Effectiveness of a Self-instructional Module on Knowledge and Observed Practices of Nurses with Regard to Prevention of Central Line–Associated Blood Stream Infection:A Before–After Intervention Study

Abstract

Background: Healthcare-associated infections, a significant burden to patients and public health, are a major cause of increased mortality in critically ill patients. They not only cause increased functional disability and emotional stress but also cause a huge burden financially. Many healthcare professionals have found that education programmes and use of prevention bundles have resulted in decreased incidence of these infections. The present study was a quality improvement initiative by the investigator to improve the knowledge and practices of nurses related to prevention of central line–associated bloodstream infection. Methods: A before–after research design was used. Nurses ( n = 51) working in critical care areas of a 1,200-bedded tertiary care hospital were recruited by purposive sampling. The intervention comprised of a structured self-instructional module which included general information on central line catheters as well as specific information on infection prevention in central line catheters. The Centres for Disease Control and Prevention guideline on prevention of 2011 update formed the basis of the module development. A 28-item knowledge questionnaire and an observational checklist were the tools utilised in the study. Results: The post-test mean knowledge and practice scores were significantly higher than the pretest scores ( P < 0.05). There was a 36% increase in knowledge, and the competencies had enhanced by 41% post-intervention. Hand hygiene compliance, which was 47.1% pre-intervention, had increased to 78.4% post-intervention. Conclusion: Frequent ongoing education programmes on infection control are essential for improving the knowledge as well as practices of nurses working in critical care areas.

Self-Instructional Teaching Internship Module: An Evaluation

“…In the study of Dsilva et al (2022) on the implementation of an intervention that included a self-instructional module, the average knowledge and practice scores at the post-test of the 51 nursing students that were considerably higher than those at the pre-test (P < 0.05). Knowledge had increased by 36%, and competence had improved by 41% since the intervention.…”