Investigating the prevention of hospital-acquired infection through standardized teaching ward rounds in clinical nursing

Abstract

ABSTRACT. This study aimed to explore the effect of standardized teaching ward rounds in clinical nursing on preventing hospital-acquired infection. The experimental group comprised 120 nursing students from our hospital selected between June 2010 and June 2012. The control group consisted of 120 nursing students selected from May 2008 to May 2010. Traditional teaching ward rounds for nursing education were carried out with the control group, while a standardized teaching ward round was carried out with the experimental group. The comprehensive application of nursing abilities and skills, the mastering of situational infection knowledge, and patient satisfaction were compared between the two groups. The applied knowledge of nursing procedures and the pass rate on comprehensive skill tests were significantly higher in the experimental group than in the control group (P < 0.05). The rate of mastery of sterilization and hygiene procedures was also higher in the experimental group than in the control group (P < 0.05). The patient satisfaction rate with infection control procedures in the experimental group time period was 98.09%, which was significantly higher than patient satisfaction in the control group time period (93.05%, P < 0.05). Standardized teaching ward rounds for nursing education expanded 3754 R. Zhang ©FUNPEC-RP www.funpecrp.com.br Genetics and Molecular Research 14 (2): 3753-3759 (2015) the knowledge of the nursing staff in controlling hospital-acquired infection and enhanced the ability of comprehensive application and awareness of infection control procedures.

Nursing Education in a Real-Life Context: The Teaching Ward Round

“…In line with our results, Zhang (2015) found in an experimental study, conducted in Shanghai with 120 nursing students who participated in teaching rounds and another 120 students in the control group who had practical placements as per the traditional model, that teaching rounds increased students' knowledge, which in Zhang's study was focused on nosocomial infections [14]. The results of a study conducted in Cuba, albeit in medicine, also demonstrated that the teaching round allows the student to develop clinical skills using immediate feedback with critique and self-critique, and that it fosters the development of their own criteria [15].…”

Händehygiene in Einrichtungen des Gesundheitswesens

“…Im Rahmen eines solchen Interventionsprogramms haben Fortbildungen insbesondere in standardisierter Form [373] und Training [374] eine Schlüsselfunkti-on, jedoch als alleinige Interventionsmaß-nahme nur einen geringen, kurz anhaltenden Effekt [132,370,371,375].…”

Undergraduate nursing students' education and training in aseptic technique: A mixed methods systematic review

“…Five of the six studies were undertaken in the university setting (Jeffries et al, 2002; Melby et al, 1997; O'Neill, 2001; Walsh et al, 2011; Wright et al, 2008). One study (Zhang, 2015), took place in clinical practice.…”

“…Similarly, in Uysal's (2016) retrospective, analytical study of nursing students' practical skills examination papers (n = 605), failure to adhere to the principles of asepsis was the most common mistake (21.3%, 18.9%, 45.3%) over a three-year period. (Rush et al, 2014;Uysal, 2016;Wright et al, 2008) or skill tests (91.7%-100%) (Jeffries et al, 2002;Zhang, 2015) by students was reported across other observational studies and intervention studies reported under objective 1.…”