Innovative, equally accessible teaching model for infection control: from nursing students to the general population

Infection control (IC) ensures patient and healthcare worker safety. However, nursing education lacks a structured, evidence-based, and digitally supported IC course, limiting nurses' competence, self-efficacy, and ability to share IC knowledge with society. This highlights the clear need for a dedicated IC course that can function as an independent subject and be integrated into clinical courses, ensuring a unified and practice-oriented approach to IC education. Research and SWOT analyses reveal inconsistencies in teaching IC principles in nursing courses, increasing the risk of healthcare-associated infections among healthcare workers and patients. The WHO and the European Commission emphasized that effective IC measures could prevent up to 30% of healthcare-associated infections. Yet, healthcare workers are often unprepared to implement these measures effectively. To address this issue, the project will develop an independent IC course and systematically integrate it into clinical education, aligning with EU healthcare priorities. This approach will enhance nurses' preparedness, improve patient safety, and strengthen healthcare systems' resilience in the long term.

We aim to develop an accessible, flexible 2-ECTS-value IC course to address the identified needs in healthcare education. The course is primarily designed for nursing students but suits other healthcare students and a wider audience, including secondary school students, the public, and students with special needs. The course aims to achieve three learning outcomes: LO1: The learner demonstrates an understanding of IC principles through self-assessments and tests, reflecting on strengths and areas for improvement; LO2: The learner applies IC principles in practical settings, using e-learning and simulations to enhance self-efficacy and sustainable practices; LO3: The learner demonstrates IC principles through discussions, visual materials, and teamwork, fostering critical thinking and public engagement. All course elements develop IC competencies, digital skills, green thinking, and international cooperation, making the course suitable for learners with various styles and abilities.

The project’s aims were met successfully. WP1: Project management was effective, utilizing the PDSA framework and Gantt chart. Progress was monitored through 15 web meetings, three face-to-face meetings, and 10 consultations. WP2: E-learning materials (13 videos and texts on IC principles) enhanced participants’ competencies and digital skills. The materials were designed to accommodate diverse learning styles and needs, ensuring accessibility for all learners. Self-assessments and tests showed positive results, with 10% of participants utilizing the glossary. WP3: Participants applied IC principles in simulations, developing critical thinking, green thinking, digital skills, and self-efficacy. The World Café discussion fostered international collaboration. To increase public awareness, 45 posters and three videos were produced. The project’s impact was further demonstrated by 452 public learners completing the IC e-course, confirming its long-term value. The project results were shared at 18 conferences, in four research articles, and on various platforms such as EPALE, Erasmus+, and local media, significantly increasing the project's visibility and reach.