Abstract
To appraise and synthesize empirical studies exploring undergraduate nursing students' education and training in aseptic technique. Mixed methods, systematic literature review adopting Joanna Briggs Institute methodology. Thirteen electronic databases were searched 1996-2020, followed by searches with a general browser, hand-searching key journals and reviewing reference lists of retrieved papers. Potentially eligible papers were scrutinised by two reviewers. Those eligible were critically appraised and quality assessed using the Critical Appraisal Skills Programme and Specialist Unit for Review Evidence checklists. Of 538 potentially eligible studies, 27 met the inclusion criteria. There was limited evidence of the effectiveness of different teaching methods. Students' knowledge, understanding and competency varied and were often poor, although they reported confidence in their ability to perform aseptic technique. Students and qualified nurses perceived that education and training in aseptic techniques might be improved. Education and training in aseptic technique might be improved but the review findings should be viewed cautiously because the studies lacked methodological rigour. This appears to be the first systematic review to explore undergraduate nursing students' education and training in relation to aseptic technique. There was limited evidence to support the effectiveness of different teaching methods and scope for improving nursing students' knowledge, understanding and competency in aseptic technique. Students and qualified nurses suggested that education and training might be enhanced. More robust studies are required to support education, practice and policy.
Highlights
Healthcare-associated infection (HCAI) is the most common adverse event reported in healthcare (World Health Organization, 2011)
This review was informed by the Joanna Briggs Institute (JBI) methodology for mixed methods systematic reviews and adopted a convergent segregated approach to synthesis and integration (Hong et al, 2017; Lizarondo et al, 2020)
An in-depth case study exploring nursing students’ education and training in aseptic technique, in both the university and clinical practice setting, from the multiple perspectives of educators, mentors, students and infection prevention and control nurses is recommended to address these gaps in understanding
Summary
Healthcare-associated infection (HCAI) is the most common adverse event reported in healthcare (World Health Organization, 2011). In the United Kingdom (UK), according to one set of official guidelines, the aim of aseptic technique is “To minimise the risks of exposing the person being cared for to pathogenic micro-organisms” (Antimicrobial Resistance and Healthcare Associated Infection Scotland (ARHAI Scotland) group, 2021), while in another guideline the aim is “To ensure that sites of the body susceptible to infection do not receive contact with contaminated equipment or fluid” (National Institute & for Clinical Excellence, 2017). Despite this lack of agreement, the ability to undertake aseptic technique is regarded as an important nursing skill, with the demonstration of competence, a requirement for registration in many countries, including the UK (Nursing and Midwifery Council (2018); Nursing & Midwifery Board of Australia, 2013)
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