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Education and Research

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References

  • Infection Prevention Competency Review Guide 5th Edition; McLay, Carol DrPH, MPH, RN, CIC
  • Infection Prevention Competency Review Guide 6th Edition; McLay, Carol DrPH, MPH, RN, CIC

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Objectives

  • The participant will be able to list the three learning domains.
  • The participant will be able to list at least 3 innovative instructional methods.
  • The participant will be able to list the 4 Stages of Learning.
  • The participant will be able to list Learning Styles.
  • The participant will be able to recite Bloom’s Taxonomy.
  • The participant will be able to state the importance of Research Components.

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Exam

There will be 11 questions on the Exam addressing Education and Research. It will test your knowledge of:

  • Assessing educational needs
  • Preparing educational content
  • Conducting a literature review
  • Facilitate incorporation of applicable research findings into practice

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Major goals

Competence:

    • Problem identification

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    • Critical thinking

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    • Stress management

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Learning Domains

  • Cognitive – retrieve information from memory

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  • Affective – influencing feelings or emotions; organizational skills

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  • Psychomotor – motor action proceeding from mental activity. A relationship between cognitive function and physical movement.

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  • Awareness

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  • Information gathering

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  • Intellectual insight

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  • Emotional insight

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  • New learned behavior

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The 4 Stages of Learning

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  • Response to current situations (adapting to new systems)
  • Problem-centered
  • Readiness to learn
  • Prefer practical knowledge
  • Retention with immediate application
  • Attach greater value to personal experience
  • Motivated by job needs (promotion)

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ADULT LEARNING

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Overcoming barriers

  • Curriculum design
  • Experience of instructor
  • Assume facilitator role
  • Mix activities and lecture
  • Provide a safe environment
  • Provide coaching instead of criticism
  • Use the MASTER Process to overcome barriers:

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Educational Program Development

Program content:

  • Define Intended Outcomes and Objectives
  • Needs assessment – SPD, OR, PPE, CIC, MDRO’s, Research, etc.
  • Include appropriate topics – identify the target audience, identify issues that may need to be addressed.
  • Include education of patients, families and visitors (MDRO, Bed bugs, Surgical Procedures)
  • Curriculum Development needs to include the following steps:
    • Plan
    • Vision
    • Assess
    • Improve and Align
    • Monitor and Adapt

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Methods of Assessing Needs

  • Learner self-assessment
  • Focus group discussion
  • Interest finder surveys
  • Test development
  • Personal interviews
  • Job analysis and performance reviews
  • Observational studies
  • Review of internal reports

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Goals and Objectives

  • Intent of curriculum
  • Specific actions
  • Be specific
  • Be measureable
  • Be achievable
  • Be relevant to material presented
  • Have a separate outcome

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Bloom’s Taxonomy Cognitive Levels

  • Recall
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

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Engaging the Learner

Readiness levels:

    • 1-unable/unwilling
    • 2-unable but willing or confident
    • 3- able but unwilling or insecure
    • 4- able and willing or confident

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Leadership style

  • high task, low relationship
  • high task, high relationship
  • high relationship, low task
  • low relationship, low task

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Learning Pyramid

  • Lecture 5%

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  • Reading 10%

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  • Audiovisual 20%

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  • Demonstration 30%

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  • Group discussion 50%

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  • Practice by doing 75%

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  • Teach others 90%

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Effective Program Development

  • Learning environment
  • Common classroom settings
    • Horseshoe
    • Team style
    • Conference table
    • Chevron or fishbone
    • Stadium
    • Auditorium

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Methods of Evaluation

  • Pretest and posttest
  • Direct observation of practice
  • Exit questionnaires
  • One-on-one interviews
  • Supervisor observations

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Research: Components of Well-Performed Research Study

  • Abstract
  • Introduction
  • Method
  • Results
  • Discussion
  • References

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Factors in a Review

  • Quality of the journal
  • Type of article
  • Components of the article
    • Introduction
    • Methods
      • Design
      • Population
      • Time period
      • Appropriate criteria
      • Data sources adequate

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Practice Questions

Adult learners are often motivated to learn by:

  1. The need for new skills
  2. Professional standard mandates
  3. Desire for promotion and increased salary
  4. Changing cultural expectations

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  1. 2,4 b. 1,3

c. 3,4 d. 1,4

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Adult learners are often motivated to learn by:

  1. The need for new skills
  2. Professional standard mandates
  3. Desire for promotion and increased salary
  4. Changing cultural expectations

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  1. 2,4 b. 1,3

c. 3,4 d. 1,4

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Which of the following should be used as a quality improvement measure for infection prevention education programs?��a. The frequency of classes offered through the year��b. the average number of attendees per class offered��c. Summary of Pre/post test scores for each class��d. Analysis of program evaluation scores for all classes�

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Which of the following should be used as a quality improvement measure for infection prevention education programs?��a. The frequency of classes offered through the year

�b. the average number of attendees per class offered

�c. Summary of Pre/post test scores for each class

�d. Analysis of program evaluation scores for all classes

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Staying informed about important studies appearing in the scientific literature can be overwhelming. To help flag significant studies for our members, APIC’s Communications Committee publishes reviews of select articles appearing in the American Journal of Infection Control (AJIC) and highlights the major points that impact the practice of infection prevention. Reviews are published on an ongoing basis. Check this page frequently for updates.

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Conclusions

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K Cards are a practical tool to sustain evidence-based practices and promote communication between leadership and staff - keeping compliance on the minds of frontline workers.

Background

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Sustaining healthcare-associated infection (HAI) prevention practices is complex. We examined the use of Kamishibai Cards (K Cards) as a tool to encourage compliance interactions between leaders and staff.

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Methods

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We explored one unit of a children's hospital to assess acceptability of K Cards. Interactions were recorded (n = 14), and interviews were conducted (n = 22). We used the Health Belief Model (HBM) for analyses. Central line utilization, bundle compliance and rates of HAIs were also examined.

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Results

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Staff members consider K Card interactions reminders of bundle elements and acceptable for creating positive interactions. Although no causal inference can be made, during K Card implementation, CLABSI rates dropped from 1.83 in 2015 to 0.0 through June 2018. Central line utilization decreased by 3%.

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Discussion

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Moving beyond theory to providing practical sustainability tools is an important implementation step. Although our findings are not generalizable, capturing what occurred on one unit provides opportunity to discover how key leadership factors (communication and leadership style) influence the uptake, acceptability and sustained adoption of evidence-based practices.

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Questions?