Nursing students’ learning experience with healthcare-associated infection prevention and control (HAI-PC) in Asian countries: an exploratory qualitative study
Nget, Manndy; Neth, Barom; Y, Sokchhay; Vouch, Phisith; Kry, Chhay; Soksombat, Toun; Gnan, Channoeun; Thida, Dam; Koponen, Leena; Silén-Lipponen, Marja; Korhonen, Ulla; Myllymäki, Mikko; Parreira, Pedro; Salgueiro-Oliveira, Anabela; Lomba, Lurdes; Santos-Costa, Paulo; Paiva-Santos, Filipe; Pardal, João; Huy Hoang, Ngo; Thi La, Vu; Thi Lan Anh, Mai; Thi Minh Thai, Hoang; Thi Thanh Huong, Nguyen; Thi Bich Ngoc, Pham; Van Cuong, Le; Thi Thanh Thu, Mai; Thi Thuy Chinh, Pham; Van Thanh, Vu; Thi Xuyen, Dinh; Thi Thu Hien, Do; Thi Thanh Pham, Phuong; Thi Hue, Nguyen; Thi Hai, Vu; Thi Dieu Hang, Dinh; Thi Cam Hung, Pham; Thi Quyen, Vu; Song, Chhiay; Em, Sovannarith; Nhem, Vannarith; Ouch, Bory; Sek, Sophon; Eam, Mao; Graveto, João (2024)
Ponte Editora
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2024100876655
https://urn.fi/URN:NBN:fi-fe2024100876655
Tiivistelmä
Background: Healthcare-associated infection prevention and control (HAI-PC) education programs in Asian countries seem limited and require improvement and support.
Objective: This study explored students’ learning experiences with HAI-PC education programs in Asian countries (two Vietnamese and two Cambodian universities) to support a pedagogical model in HAI-PC.
Method: A qualitative exploratory study design was employed, and inductive content analysis was conducted. Students were selected to participate in the focus group to investigate their experiences with HAI-PC using five structured questions. There were 48 nursing students in total from four universities, 28 from 2 universities in Cambodia, and 20 from two universities in Vietnam.
Results: The summary results gained from the four universities were synthesized by grouping them into sub-categories and four primary categories, which were students’ HAI-PC competence, students’ current learning methods in HAI-PC Education, the HAI-PC teaching and learning environment, students’ capacity, and entrepreneurial skills in HAI-PC development.
Conclusion: This study revealed evidence to improve nursing education in HAI-PC in Asian countries. The new learning method of the simulation scenario and the model fascinated the students; they were happy and more confident about their future careers in practicing HAI-PC skills in their clinical practicum and hospital practice. The current HAI-PC education faces issues related to education and healthcare systems in Asian countries, highlighting the need for improvement.
Objective: This study explored students’ learning experiences with HAI-PC education programs in Asian countries (two Vietnamese and two Cambodian universities) to support a pedagogical model in HAI-PC.
Method: A qualitative exploratory study design was employed, and inductive content analysis was conducted. Students were selected to participate in the focus group to investigate their experiences with HAI-PC using five structured questions. There were 48 nursing students in total from four universities, 28 from 2 universities in Cambodia, and 20 from two universities in Vietnam.
Results: The summary results gained from the four universities were synthesized by grouping them into sub-categories and four primary categories, which were students’ HAI-PC competence, students’ current learning methods in HAI-PC Education, the HAI-PC teaching and learning environment, students’ capacity, and entrepreneurial skills in HAI-PC development.
Conclusion: This study revealed evidence to improve nursing education in HAI-PC in Asian countries. The new learning method of the simulation scenario and the model fascinated the students; they were happy and more confident about their future careers in practicing HAI-PC skills in their clinical practicum and hospital practice. The current HAI-PC education faces issues related to education and healthcare systems in Asian countries, highlighting the need for improvement.