Abstract
Hand hygiene is critical for infection control, but studies report poor transfer from training to practice. Hand hygiene training in hospitals typically involves one classroom session per year, but psychomotor skills require repetition and feedback for retention. We describe the design and independent evaluation of a mobile interactive augmented reality training tool for the World Health Organisation (WHO) hand hygiene technique. The design was based on a detailed analysis of the underlying educational theory relating to psychomotor skills learning. During the evaluation forty-seven subjects used AR hand hygiene training over 4 weeks. Hand hygiene proficiency was assessed at weekly intervals, both electronically and via human inspection. Thirty eight participants (81%) reached proficiency after 24.3 (SD = 17.8) two-minute practice sessions. The study demonstrated that interactive mobile applications could empower learners to develop hand hygiene skills independently. Healthcare organizations could improve hand hygiene quality by using self-directed skills-based training combined with regular ward-based assessments.
Highlights
Hand hygiene is critical for patient safety (Allegranzi & Pittet, 2009)
The positive results reported from Deliberate Practice and Mastery Learning may be benefiting from Test Enhanced Learning (Carrier & Pashler, 1992; Roediger & Karpicke, 2006)
This study aimed to investigate the duration of deliberate practice training required for the development of proficiency in performing the World Health Organization’s 6-step hand hygiene technique, with consideration of the following research questions:
Summary
Hand hygiene is critical for patient safety (Allegranzi & Pittet, 2009). The World Health Organisation (WHO) provides guidelines on when and how to perform hand hygiene (WHO, 2009); these are the “5 moments of hand hygiene” and the “WHO 6-step technique”. The hand hygiene technique is not well retained, with audits showing that only 8% of healthcare workers use the WHO technique in clinical practice (Tschudin-Sutter et al, 2015) Clinical skills such as suturing, catheter insertion or intubation are trained in skills labs and assessed by demonstrating proficiency to trained assessors as part of an Objective Structured Clinical Exam (OSCE) (Turner & Dankoski, 2008). The positive results reported from Deliberate Practice and Mastery Learning may be benefiting from Test Enhanced Learning (Carrier & Pashler, 1992; Roediger & Karpicke, 2006) These studies demonstrated that testing rather than repetition significantly enhanced retention, which applies to psychomotor skills (Kromann et al, 2009). The hypothesis is that testing promotes more active learning, which has been shown in online video instruction, where frequent tests and formative assessments promote more active learning (Brame, 2016)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
