Investigating the effect of preparation for and participation in a hand-sanitizing relay on nursing students' ability to recall the WHO 6-step hand hygiene technique

Abstract

This study explored whether preparation for a hand-sanitizing relay affected nursing students' ability to recall, 12 months later, the World Health Organization 6-step hand hygiene technique. No significant difference was observed in recall between those who participated in the relay and those who did not (P = .736). The most frequently missed step was Step 3 (palm to palm with fingers interlaced). Our results suggest that regular feedback may be an important additional component in future interventions.

The Effect of Video-Assisted Training and Visual Feedback With UV Germ Technology on Nursing Students' Hand Hygiene Beliefs, Practices, and Compliance

“…Other literature also shows the effectiveness of HH education devices and tools. 33,[39][40][41][42] In this study, the HH compliance rate was 52.2% in the experimental group and 39.1% in the control group. Observational studies have examined HH compliance rates of health care workers and found that compliance scores vary between 40% and 78%.…”

“…Thus, the students improved their HH skills by repeating the process until they fully implemented HH. Other literature also shows the effectiveness of HH education devices and tools 33,39–42…”

Interventions to Enhance Nursing Student Compliance With Infection Control: A Systematic Review

“…The 12 studies included in this systematic review were published between 2003 and 2021 and originated from eight countries: Jordan ( n = 3), China ( n = 2), United Kingdom ( n = 2), India ( n = 1), Iran ( n = 1), South Korea ( n = 1), Singapore ( n = 1), and the United States ( n = 1). Six studies were RCTs (Al-Hussami & Darawad, 2013; Bloomfield et al, 2010; Konicki & Miller, 2016; Sadafi et al, 2021; Wang et al, 2003; Xiong et al, 2017); three studies were two-group quasi-experimental in design (Kim et al, 2021; Price et al, 2018; Tawalbeh et al, 2019); three were one-group quasi-experimental studies (Hassan, 2018; Mathai et al, 2011; Salmon et al, 2013).…”

“…The length of the nursing program and academic year in which the study was conducted varied across countries. Students were recruited in their first year ( n = 1; Bloomfield et al, 2010), second year ( n = 3; Konicki & Miller, 2016; Price et al, 2018; Sadafi et al, 2021), third year ( n = 3; Kim et al, 2021; Salmon et al, 2013; Tawalbeh et al, 2019), fourth year ( n = 1; Wang et al, 2003), and postdidactic clinical internship year ( n = 2; Al-Hussami & Darawad, 2013; Xiong et al, 2017). One recruited students across program years (Hassan, 2018).…”

“…Seven studies focused their educational strategy on HH (Bloomfield et al, 2010; Konicki & Miller, 2016; Mathai et al, 2011; Price et al, 2018; Sadafi et al, 2021; Salmon et al, 2013; Tawalbeh et al, 2019), four studies concentrated on SPs (Hassan, 2018; Kim et al, 2021; Tawalbeh et al, 2019; Xiong et al, 2017), and one study targeted universal precautions (Wang et al, 2003). Six studies measured the outcome of infection control practice through direct observation of students (Bloomfield et al, 2010; Kim et al, 2021; Konicki & Miller, 2016; Mathai et al, 2011; Price et al, 2018; Salmon et al, 2013). Three studies relied upon student self-report of their practice (Al-Hussami & Darawad, 2013; Hassan, 2018; Tawalbeh et al, 2019), whereas the remaining three used a combination of observation and self-reporting (Sadafi et al, 2021; Wang et al, 2003; Xiong et al, 2017).…”