As the COVID-19 pandemic stretches into its third year, the need for infection prevention and control (IPC) interventions and guideline adherence remains urgent. To help nurses become better equipped, the American Nurses Association (ANA) partnered with the Centers for Disease Control and Prevention (CDC) on Project Firstline (PFL).
Project Firstline’s aim is to prevent the spread of infection in clinical settings by providing engaging and effective IPC training. ANA’s PFL goal is to develop IPC education that is tailored specifically to nurses and their clinical settings. To that point, ANA PFL has developed innovative modules for nurses to refresh their IPC knowledge and earn Continuing Nursing Education (CNE) credits.
ANA’s PFL education specialist, Dr. Rasheda Jones shared her education design processes for developing the content.
The Voice of Nurses
Before planning any educational intervention, a needs assessment is necessary to identify knowledge gaps and determine the full spectrum of learning needs. A total of three insight surveys were released to ANA constituents and a total of approximately 1500 nurses replied with their feedback. These surveys addressed hospital acquired infections (HAIs), emergency and disaster preparedness, personal protective equipment (PPE), and safe injection practices. Each survey response revealed quantitative and qualitative insights that helped inform and enlighten the development of the IPC focused content.
Dr. Jones shared that the education design process is similar to the nursing process, which systematically guides nursing care. Both processes require assessment, planning, implementation, and evaluation. When using the process for education design, the nurse educator must first determine what the learner’s needs are and the appropriate implementation modality. In view of nurses’ busy schedules, particularly during the COVID-19 pandemic, ANA PFL team determined that brief instructional modules, that are under 15 minutes in length which can be accessed anytime via ANA’s website, would be most effective.
For Nurses, By Nurses
To ensure that IPC educational resources are relevant and tailored to the unique needs of nurses, content was developed by nurse subject matter experts (SMEs) representing a range of specialties and roles. They provided detailed knowledge and expertise on specific IPC subjects that were identified by the surveys and worked closely with Dr. Jones in refining the content. The content was reviewed by CDC PFL leadership and Dr. Jones revised the content to ensure alignment with CDC’s peer review recommendations. Clinical, academic, executive, and researcher nurse roles were included to provide an inclusive and comprehensive perspective for the content. Guidelines were also used to ensure that the content met the American Nurses Credentialing Center (ANCC) accreditation standards for nursing continuing professional development (NCPD).
Innovation for Lasting Results
We know that IPC core principles are integrated in the foundation of nursing education curriculum. The application of these principles guide our practice and come naturally to every nurse. Dr. Jones aimed to present the IPC content innovatively by applying the IGNITE model, an evidence-based, brain-based learning theory for online course design that increases retention of learning. The IGNITE model is based on emerging trends in neuro education and incorporates intervals of intense focus followed by frequent breaks, the utilization of repetition, and novelty, such as humor and frequent design change. Instructional designers further elevated the end users experience by incorporating engagement strategies and creative visual design elements. ANA PFL’s innovative IPC continuing education aim to build competency and close IPC knowledge gaps which will have lasting positive results on the care and safety of nurses and patients.
Titles for upcoming education modules include, Exploring the Concept of Infection Control, How Do Viruses Spread from Surfaces to People, and High-Profile Cleaning and Disinfection. Learn more about free resources and newly released content at ANAProjectFirstline.org.
Rasheda Jones is education specialist for ANA Project Firstline. Sandy Cayo is project coordinator for ANA Project Firstline. Katie Boston-Leary is director of nursing programs at ANA and co-lead for ANA Project Firstline. Kendra McMillan is a senior policy advisor in Nursing Practice and Work Environment at ANA and is co-lead for ANA Project Firstline.