How nursing students learn infection control education through undergraduate nursing programs: a phenomenographic research study

BMC Nursing
Sung Ok Chang1, Kyeong‐Yae Sohng2, Kyung‐Hee Kim3, Jongsoon Won4, Seungkyo Chaung5, Min‐Jung Choi2
1College of Nursing and BK21 FOUR R&E Center for Learning Health Systems, Korea University, Seoul, Republic of Korea
2College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea
3Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea
4College of Nursing, Eulji University, Seongnam, Republic of Korea
5Department of Nursing, Semyung University, Jecheon, Republic of Korea

Tóm tắt

Abstract Background Competency in infection control is crucial for implementing nursing best practices to ensure patient safety. However, research is lacking on the infection control education received by nursing students prior to entering clinical settings as nurses. This study aimed to explore how nursing students conceptualize infection control care in undergraduate nursing programs. Methods This study employed a qualitative research method using phenomenography. Universities providing undergraduate nursing programs in Korea. Thirty nursing students: 10 students each from the 2nd, 3rd, and 4th years of five undergraduate programs. Data were collected from May 2019 to February 2020 through semi-structured interviews and analyzed using a phenomenographic analysis procedure. Results Six descriptive categories were derived inductively for nursing students’ frames of reference regarding infection control care and six descriptive categories of how nursing students learned about infection control care. The structural framework of the identified categories, about how nursing students learn about infection control care, was presented as an outcome space. Conclusions Given that nursing students demonstrate diverse conceptualizations of infection control and are at varying levels of learning, professors and clinical mentors need to develop theoretical education and clinical practice opportunities that consider these differences.

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