Exploring How to Conduct Infection Prevention and Control Education in Undergraduate Nursing Programs in Korea: Focus Group Interview Analysis

Abstract

Purpose:In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

How nursing students learn infection control education through undergraduate nursing programs: a phenomenographic research study

“…Only a few 3 rd - and 4 th -year students who had experience with clinical practice were learning to compare and analyze IC knowledge and reconstruct it in clinical situations and to apply IC knowledge in consideration of the condition of nursing practice. Similar to a previous study [ 3 ], these findings imply that nursing students learn about IC care differently before and after clinical practice and that the depth and focus shift as nursing students progress from a lower to a higher academic year. However, not all 3 rd - and 4 th -year students who experienced clinical practice had the category of reconstruction and reflection in IC learning.…”

“…Only a few 3 rd -and 4 th -year students who had experience with clinical practice were learning to compare and analyze IC knowledge and reconstruct it in clinical situations and to apply IC knowledge in consideration of the condition of nursing practice. Similar to a previous study [3], these findings imply that nursing students learn about IC care Fig. 1 The structure of description categories related to infection control (IC) by nursing students differently before and after clinical practice and that the depth and focus shift as nursing students progress from a lower to a higher academic year.…”

“…In general, nursing colleges in Korea integrate IC training throughout their student curriculum and do not offer dedicated IC courses. Consequently, nursing educators who are well versed in individual nursing courses may not be aware that they are also responsible for teaching IC [ 3 ]. In the nursing classroom, theoretical IC principles are emphasized, but in clinical practice and training, IC care is applied by considering the environment and task hierarchy.…”

“…The conceptions held by students differ from those that the teacher is trying to help the students construct; discrepancies have been reported to occur during the learning process [ 16 ]. Moreover, undergraduate nursing curricula generally incorporate IC education throughout students’ academic careers; however, dedicated IC courses are not offered [ 3 , 6 ]. As suggested in a previous study, an integrated education approach can lead to changes in infection control education hours, which can affect nursing students' knowledge and attitudes toward IC.…”

“…It encompasses various components such as infection prevention, including auditing, risk assessment, ongoing education, and infection control (IC) measures designed to manage the spread of infection and control outbreaks. Competency in IPC is crucial for implementing best nursing practices, ensuring patient safety, and delivering high-quality care [3,4]. Despite numerous studies emphasizing the critical role of nurses in IC, assessing the IC education they receive before entering the workforce remains challenging [5][6][7][8].…”