Aseptic technique: a mixed methods study exploring undergraduate nursing students' education and training in the United Kingdom

This sequential mixed-methods study explores learning and teaching approaches to aseptic technique in the pre-registration nursing curriculum. In Phase 1 of the study a national survey was undertaken to establish the different approaches used to teach aseptic technique in universities in England and Wales. Phase 2 took a case study approach to explore the learning and teaching of aseptic technique in two contrasting case study sites selected from the survey results. Although aseptic technique is undertaken by most practising clinical nurses on the general part of the nursing register nearly every day of their of working lives, it has attracted remarkably little research. This PhD makes a highly original contribution to the literature and does much to explain the existing suboptimal practice and misconceptions that have been described in the few studies that have explored how aseptic technique is undertaken by qualified practitioners

The application of antimicrobial stewardship knowledge to nursing practice: a national survey of United Kingdom pre‐registration nursing students.

To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice. Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working. There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management. There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes. What Problem Did the Study Address?: Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved. What Were the Main Findings?: There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful. Where and on Whom Will the Research Have an Impact?: Pre-registration nurse education programmes

Understanding aseptic technique: an RCN investigation into clinician views to guide the practice of aseptic technique

Aseptic technique is recognised as an essential component of all infection prevention programmes but terminology used to define it varies. This publication is an RCN investigation into clinical views to guide the practice of aseptic technique. BD have funded this report. BD has had no influence on, or involvement in its content

Bringing heart failure to life using the Vimedix simulator.

here are approximately 920,000 people living with heart failure in the UK (British Heart Foundation 2019), with heart disease being the second leading cause of death in the UK (Office for National Statistics 2016). The Vimedix simulator has the potential to transform nursing students’ learning and increase knowledge of cardiac physiology, which can be built upon to develop an understanding of cardiac pathophysiology. The Vimedix simulator enables a more creative and innovative student-centred approach to teaching as opposed to traditional lectures. The Vimedix simulator enables students to visualise normal and altered cardiac anatomy and physiology in real time, thus allowing them to understand what is happening in the heart and help students to links cardiac pathophysiology with the symptoms of heart failure (Van Horn 2014). These symptoms can have a profound effect on activities of daily living, therefore enhancing undergraduate education in this area can facilitate the nursing care and management of patients with cardiac conditions; which could improve patient outcomes and prevent acute hospital admissions (Geniuno 2018). This session aims to generate discussion and provide a practical demonstration of how the Vimedix simulator might be incorporated into the teaching of heart failure for nursing and other healthcare professional students. References British Heart Foundation (2019) BHF Statistics Factsheet UK https://www.bhf.org.uk/what-we-do/our-research/heart-statistics/heart-statistics-publications [Accessed 11th October 2019] Geniuno, J.M (2018) Effects of simulation-based educational program in improving the nurses'self-efficacy in caring for patients' with COPD and CHF in a post-acute care (PACU) setting Applied Nursing Research 39, 53-57 Office for National Statistics (2016) Deaths in England and Wales (series DR) :2016 https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/bulletins/deathsregisteredinenglandandwalesseriesdr/2016 [Accessed 11th October 2019] Van Horn, E.R, Hyde, Y.M, Tesh, A.S and Kautz, D.D (2014) Teaching Pathophysiology Strategies to Enliven the Traditional Lecture Nurse Educator 39 (1) 34-3

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

Abstract Aim: To appraise and synthesize empirical studies exploring undergraduate nursing students' education and training in aseptic technique. Design: Mixed methods, systematic literature review adopting Joanna Briggs Institute methodology. Data sources: Thirteen electronic databases were searched 1996–2020, followed by searches with a general browser, hand-searching key journals and reviewing reference lists of retrieved papers. Review methods: Potentially eligible papers were scrutinised by two reviewers. Those eligible were critically appraised and quality assessed using the Critical Appraisal Skills Programme and Specialist Unit for Review Evidence checklists. Results: Of 538 potentially eligible studies, 27 met the inclusion criteria. There was limited evidence of the effectiveness of different teaching methods. Students' knowledge, understanding and competency varied and were often poor, although they reported confidence in their ability to perform aseptic technique. Students and qualified nurses perceived that education and training in aseptic techniques might be improved. Conclusion: Education and training in aseptic technique might be improved but the review findings should be viewed cautiously because the studies lacked methodological rigour. Impact: This appears to be the first systematic review to explore undergraduate nursing students' education and training in relation to aseptic technique. There was limited evidence to support the effectiveness of different teaching methods and scope for improving nursing students' knowledge, understanding and competency in aseptic technique. Students and qualified nurses suggested that education and training might be enhanced. More robust studies are required to support education, practice and policy

National cross-sectional survey to explore preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom

Background Aseptic technique is a core nursing skill. Sound preparation is required during pre-registration nursing education to enable student nurses to acquire the knowledge and skills necessary to prevent and control healthcare-associated infection and promote patient safety. Few studies have explored nursing students' education and training in aseptic technique. Objectives To investigate what, when and how pre-registration nursing students are taught aseptic technique and how they are assessed in undergraduate, pre-registration nursing programmes in the United Kingdom. Design National cross-sectional survey exploring preparation to undertake aseptic technique in pre-registration nursing curricula in the United Kingdom. Setting Universities providing undergraduate, pre-registration adult nursing programmes in the United Kingdom. Participants Nurse educators. Methods Structured telephone interviews were conducted with nurse educators. Descriptive and inferential statistical data analyses were undertaken. Results Response rate was 70% (n = 49/70). A variety of different learning and teaching methods were reported to be in use. Teaching in relation to aseptic technique took place in conjunction with teaching in relation to different clinical procedures rather than placing emphasis on the principles of asepsis per se and how to transfer them to different procedures and situations. Wide variation in teaching time; use of multiple guidelines; inaccuracy in the principles identified by educators as taught to students; and limited opportunity for regular, criteria based competency assessment were apparent across programmes. Conclusions Pre-registration preparation in relation to aseptic technique requires improvement. There is a need to develop a working definition of aseptic technique. The generalisability of these findings in other healthcare students needs to be explored

Understanding aseptic technique: an RCN investigation into clinician views to guide the practice of aseptic technique

Aseptic technique is recognised as an essential component of all infection prevention programmes but terminology used to define it varies. This publication is an RCN investigation into clinical views to guide the practice of aseptic technique. BD have funded this report. BD has had no influence on, or involvement in its content