The World Health Organization (WHO) advocates for the strengthening of education and training in infection prevention and control (IPC) in higher educational institutions (HEIs). This is fundamental to ensure health science students are confident and competent in clinical practice.
Aim
To explore the existing evidence on undergraduate health science students’ preparedness for IPC practice.
Methods
A systematic search was conducted in PubMed, CINAHL, Ovid, MEDLINE Complete, ProQuest, Scopus, Google Scholar, and gray literature. Quantitative and mixed-methods studies on teaching, learning, and technological approaches to Infection Prevention and Control (IPC) in undergraduate health science curricula were included. Participants were undergraduate students in medical, nursing, pharmacy, dental, physiotherapy, radiology, medical imaging, and paramedic programs. Studies published in English between 2010 and 2023 were considered.
Results
Twenty studies were identified for this review. Most of the studies 11 (55%) reported improved knowledge, practice, attitudes, and confidence in IPC after implementation of technological approaches. The most reported technological approaches were didactic instruction 12 (65%) followed by virtual simulation.
Discussion
There is considerable variation in the scope, content, and delivery methods for IPC in undergraduate programs. The use of traditional face-to-face teaching methods remains widespread despite its lack of interactive or practical aspects. It is important to incorporate technological methods that promote experiential learning in IPC and to develop standardized curricula for IPC at national, regional, and international levels.
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