How do university education and clinical experience influence pre-registration nursing students' infection control practice? A descriptive, cross sectional survey

Hinkin, Jonathan; Cutter, Jayne

doi:10.1016/j.nedt.2013.09.005

Cited by 51 publications

(44 citation statements)

References 30 publications

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“…These findings contrast with previous studies that have found inconsistent infection prevention knowledge among student nurses (Celik and Kocasli, 2008; Darawad and Al-Hussami, 2013; Hinkin and Cutter, 2014). This variation may result from the variety of instruments that researchers have used to evaluate student nurse knowledge, or may indicate cultural differences, with previous studies being conducted in the United Kingdom, Thailand, Taiwan, Jordan, and the US.…”

Section: Discussioncontrasting

confidence: 99%

“…Nurses are critical in preventing healthcare-associated infections, with nursing-driven procedures, including nurse initiated urinary catheter removal protocols resulting in sustained reductions in catheter-associated urinary tract infections (Meddings et al, 2014; Parry et al, 2013). While numerous studies continue to highlight the important role nurses play in infection prevention, only a handful of studies have examined the infection prevention education that nurses receive prior to entering the workforce (Celik and Kocasli, 2008; Darawad and Al-Hussami, 2013; Hinkin and Cutter, 2014). These studies have assessed certain infection prevention areas, e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reported hours of infection education received positively associated with student nurses' ability to comply with infection prevention practices: Results from a nationwide survey

Carter

Mancino

Hessels

et al. 2017

Nurse Education Today

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reported hours of infection education received positively associated with student nurses' ability to comply with infection prevention practices: Results from a nationwide survey

Carter

Mancino

Hessels

et al. 2017

Nurse Education Today

View full text Add to dashboard Cite

“…Poor infection control practices observed by the students can have a negative impact on learning and future practice (Al-Hussami & Darawad, 2013;Gould & Drey, 2013;Hinkin & Cutter, 2014;Ward, 2010).…”

Section: Studentsmentioning

confidence: 99%

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

Thuss

Babenko-Mould

Andrusyszyn

et al. 2016

International Journal of Nursing Education Scholarship

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Clinical instructors (CIs) play a vital role in students' development by facilitating learning in various health care practice environments. Quality nursing education hinges on the CI's ability to enact his or her professional role. The purpose of this study was to explore Rwandan nursing clinical instructors' experiences of structural and psychological empowerment.A descriptive qualitative method was used to obtain an understanding of CIs empowerment experiences in practice settings. Kanter's (1993) Theory of Structural Power in Organizations and Spreitzer's (1995) Psychological Empowerment Theory were used as a theoretical framework to interpret their experiences. Interview data from 21 nursing CIs in Rwanda were used to complete a secondary data analysis for this study.Most study participants perceived the structural components of informal power, resources, and support while formal power and opportunity were limited, diminishing their sense of structural empowerment. Psychological empowerment for the CIs in Rwanda stemmed from a sense of competence, meaning, impact and self-determination they had for their teaching roles and responsibilities in the practice setting. Implications and recommendations for CIs and administration are suggested to support, recruit and retain clinical instructors.

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“…Ward () found that occasionally, student nurses did not comply with hand hygiene guidelines to fit in and be accepted by staff, or in fear of not passing their clinical placement. In contrast, the majority of student nurses interviewed by Hinkin and Cutter () said they would challenge mentors’ incorrect practice when appropriate and follow infection control advices learned in university.…”

Section: Introductionmentioning

confidence: 99%

The hand hygiene compliance of student nurses during clinical placements

Sundal

Aune

Storvig

et al. 2017

Journal of Clinical Nursing

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Increasing healthcare workers' compliance with hand hygiene guidelines remains a challenge to the clinical community. In order to reduce healthcare-associated infections, it is important to educate student nurses to comply with the guidelines during clinical placements. Identifying student nurses' hand hygiene performance is the first step towards developing teaching methods to improve and sustain their overall and moment-specific compliance. As a measure to ensure student compliance during clinical placements, mentors should be aware of their influence on students' performance, act as hand hygiene ambassadors, encourage students to comply with established guidelines and provide regular feedback.

show abstract

How do university education and clinical experience influence pre-registration nursing students' infection control practice? A descriptive, cross sectional survey

Cited by 51 publications

References 30 publications

Reported hours of infection education received positively associated with student nurses' ability to comply with infection prevention practices: Results from a nationwide survey

Reported hours of infection education received positively associated with student nurses' ability to comply with infection prevention practices: Results from a nationwide survey

Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories

The hand hygiene compliance of student nurses during clinical placements

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