Gaps in infection prevention practices for catheter-associated urinary tract infections and central line-associated bloodstream infections as identified by the Targeted Assessment for Prevention Strategy

Making a C-DIFFerence: Implementation of a prevention collaborative to reduce hospital-onset Clostridioides difficile infection rates

“…This finding is consistent with data from TAP facility assessments for CAUTI and CLABSI, which highlighted that lack of awareness of champions may signal that champions do not exist within their hospitals or may not be facilitating prevention efforts effectively enough for staff to be aware of their roles. 8 Having unitlevel champions focusing on specific HAI prevention initiatives can help improve practices, [9][10][11][12] and identification of champions for promotion of patient safety culture is an element of the World Health Organization (WHO) core components for effective infection prevention and control programs. 13 To address this gap, the collaborative provided strategies for establishing infection prevention champions, outlined in four primary steps (ie, identify, train, empower, and support) on the CDC Infection Prevention Gaps defined as ≥33% unknown, ≥50% unknown þ no, or ≥50% unknown þ never þ rarely þ sometimes.…”

I-DECIDED® – A decision tool for assessment and management of invasive devices in the hospital setting

“…Unfortunately, healthcare providers may not always take stringent infection prevention measures when handling invasive devices (Snyder et al, 2021). Therefore, I-DECIDED® contains a prompt for infection prevention and awareness.…”

Central Line–Associated Bloodstream Infections and Advanced Practice Providers: Identifying Opportunities for Prevention Efforts

“…However, there are inconsistencies and variations in experiential knowledge and practices among health care personnel. 8 Although the bundle components involve aspects of care that overlap between types of providers, many are unique as it relates to their specific role in ordering, line placement, and/or site maintenance. When identifying learning needs, the focus in the literature is often on bedside registered nurses and physicians or physicians and advanced practice providers (APPs), who are often grouped together for the purposes of identifying educational needs.…”

“…When identifying learning needs, the focus in the literature is often on bedside registered nurses and physicians or physicians and advanced practice providers (APPs), who are often grouped together for the purposes of identifying educational needs. 8 This may be appropriate depending on the setting. However, at our facility, physician trainees such as medical students, interns, and residents rotate through different services and units during training.…”