ArticleJournal of infection prevention2025
Infection prevention and control blind spots in education and practice: Qualitative insights from healthcare professionals and healthcare students.
Article in Journal of infection prevention, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Preventing healthcare associated infection has never been so prominent and challenging as it is today across the globe. It is therefore crucial to ensure that healthcare professionals are as prepared for current challenges and future unknowns as much as possible. As equally important are our healthcare professionals of the future. Aim: The aim of this study (part of a wider study) was to explore how higher educational institutions prepare our future healthcare professionals for safe and effective infection prevention and control practice. Methods: This was a qualitative exploratory phase utilizing semi-structured interviews with 18 healthcare students and 10 clinical healthcare professionals to explore the preparedness of undergraduate healthcare students for IPC practice in the UAE. Results: Findings suggest that while some students felt adequately prepared academically, they faced several challenges in clinical practice, such as differences in practice, guidance, and mentorship which impacted their practice. Additionally, the disconnect between HEIs and healthcare professionals around curriculum development exacerbated these challenges. Conclusion: This part of the study phase argues for stronger collaboration between higher education institutions and healthcare settings to better align curriculum with current IPC practices. Addressing the gaps in curriculum development and execution and clinical mentorship is crucial for ensuring that future healthcare professionals are fully equipped to manage infection risks effectively.
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