Interventions for preventing or controlling health care-associated infection among health care workers or patients within primary care facilities: A scoping review.

BACKGROUND: This review aimed to synthesize the evidence on infection prevention and control interventions for the prevention of health care-associated infection among health care workers or patients within primary care facilities. METHODS: PubMed, CINAHL, EMBASE, and CENTRAL databases were searched for quantitative studies published between 2011 and 2022. Study selection, data extraction, and quality assessment using Cochrane and Joanna Briggs tools, were conducted by independent review with additional sensitivity checking performed on study selection. RESULTS: Four studies were included. A randomized trial and a cross-sectional survey, respectively, found no statistical difference in laboratory-confirmed influenza in health care workers wearing N95 versus medical masks (P = .18) and a significant inverse association between the implementation of tuberculosis control measures and tuberculosis incidence (P = .02). For the prevention of surgical site infections following minor surgery, randomized trials found nonsterile gloves (8.7%; 95% confidence interval, 4.9%-12.6%) to be noninferior to sterile gloves (9.3%; 95% confidence interval, 7.4%-11.1%) and no significant difference between prophylactic antibiotics compared to placebo (P = .064). All studies had a high risk of bias. CONCLUSIONS: Evidence for infection prevention and control interventions for the prevention of health care-associated infection in primary care is very limited and insufficient to make practice recommendations. Nevertheless, the findings highlight the need for future research.

Nursing Students' First Placement: Peripherality and Marginality Within the Community of Practice.

BACKGROUND: A nursing student's first placement is a significant and influential experience that can be a factor in attrition from nursing education programs. METHOD: The first placement experiences of 17 nursing students at a Scottish university were collected through semistructured individual interviews or focus groups. The resultant transcripts were analyzed from the perspective of communities of practice using deductive content analysis. RESULTS: Students' peripheral position within the communities of practice they encounter on placement can support learning. However, it can also leave them at risk of marginalization, which may have a detrimental effect on their emerging identity as nursing students. The central roles of mentors and liaison lecturers in supporting student participation within the community of practice are apparent. CONCLUSION: Student experiences of peripherality and marginality highlight opportunities for practice settings and universities to better prepare and support students during their first placement. [J Nurs Educ. 2017;56(1):31-38.].

Preregistration nursing students' perspectives on the learning, teaching and application of bioscience knowledge within practice.

AIMS AND OBJECTIVES: This paper aims to explore student nurses' experiences of bioscience learning, teaching and application within the practice setting. It draws upon the social learning theory of communities of practice to consider the issues raised. BACKGROUND: The teaching of bioscience within many nursing curricula has shifted from traditional to more integrated approaches. Student nurses recognise bioscience as a valuable component of their studies, but many find it challenging. The focus of previous research in this area has often focussed on bioscience learning in theoretical rather than practice settings. DESIGN: A phenomenological study. METHODS: Data were collected via focus group or interview with a total of seven students across two campuses in a Scottish university. Participants were offered the opportunity to share their experiences at both the end of year one and year two of their studies. A thematic analysis was undertaken independently then jointly by the authors. RESULTS: The findings suggest that although participants recognise the value of bioscience within practice settings, they found that opportunities for learning were often limited. Bioscience-related learning, teaching and application was perceived to have been given less legitimacy by the practice setting than other aspects of placement activity. To enhance bioscience approaches participants expressed a desire for more structured and integrated approaches within both practice and university along with further peer learning opportunities. CONCLUSIONS: Students recognise that bioscience knowledge is important in relation to the provision of safe and effective care. They request greater structure and consistency in relation to the learning, teaching and application of this topic during their placements. RELEVANCE TO CLINICAL PRACTICE: Those with a stake in educating nurses within clinical settings may find the views of student nurses on the topic of bioscience learning useful when planning and facilitating placement experiences.