A psychologist-led educational intervention results in a sustained reduction in neonatal intensive care unit infections.

Abstract:

UNLABELLED:Even though in the corporate world psychological science has been widely used, the formal use of evidence-based psychology in important areas of clinical medicine has been scanty at best. It was the aim of this study to determine the efficacy of a psychologist-led 2-week nurse educator training on the infection rate in the neonatal intensive care unit (NICU). MATERIALS AND METHODS:In 2007, six senior neonatal nurses underwent a training course focusing on the retrieval of evidence and knowledge of psychological principles that would allow them to share the evidence in such a way that evidence is effectively brought into practice. The course was led by a psychologist. The nurses created and delivered their own teaching modules, all focused on infection control. The rates of bacteremia, 2 years prior to intervention were analyzed and compared with the rate following the intervention for 3 years. RESULTS:The immediate output of the course included three teaching modules: hand washing, sterile procedures, and general measures to control infection. These modules were subsequently administered to the NICU nurses in regular structured continuous nursing education sessions. The psychological techniques taught in the course were applied. Bacteremia in the NICU significantly decreased in the year of the course and the subsequent years when compared to previous years (from more than 17 in 2005 and 2006 to less than 10 per 100 admissions to the NICU in 2008 and 2009). CONCLUSION:This study suggests that a psychologist-led course, followed by a structured CNE can lead to a sustainable reduction in infection rates in a NICU.

journal_name

Front Pediatr

journal_title

Frontiers in pediatrics

authors

Van Rostenberghe H,Short J,Ramli N,Geok TB,Subramaniam S,Che Yaakob CA,Othman A,Ibrahim NR,Ho J,Mohamed Z,Hasan H

doi

10.3389/fped.2014.00115

subject

Has Abstract

pub_date

2014-11-19 00:00:00

pages

115

issn

2296-2360

journal_volume

2

pub_type

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