The presence of a central venous catheter (CVC) leads to a high risk of blood infections, which are considered major causes of morbidity, mortality and high medical costs. The aim of this study was to assess the knowledge of nursing staff working in intensive care units (ICUs) regarding the prevention of central-line-associated bloodstream infections (CLABSIs). A nationwide survey was conducted among ICU nurses from August 2016 to April 2017. A modified Polish version of the questionnaire developed by Labeau et al. was used to assess the nurses’ knowledge. Of the 750 questionnaires distributed, 468 were returned. Women accounted for 95.73% of all respondents, and over 80% were university educated. Most of the nurses surveyed (85.9%) had previously received training in CVC guidelines, and thus over 82% rated their knowledge as good or very good. The guidelines introduced in hospitals were the main declared sources of information. In addition, more than half (68%) of respondents also knew the international guidelines. The knowledge of nursing staff in the study area is not sufficient. Studies show that the guidelines for the prevention of CLABSIs in ICUs should be standardized, and continuous training of personnel in this field should be provided.

Introduction: The paper presents the methods of cultural adaptation of the Newcastle Satisfaction with Nursing Scale (NSNS) to the conditions in Polish hospitals. Material and methods : The process of cultural adaptation of the research tool took into consideration an analysis of different...

To explore the experiences and perceptions of nurse educators about prevention and control of healthcare-associated infections in two countries of Sub-Saharan Africa. Qualitative descriptive study. A multimodal approach was employed to investigate the reality of hospital-associated infections. In-depth interviews were conducted with educators (n = 24) to gain comprehensive insights, and 14 focus group discussions were facilitated with academic and clinical educators (n = 96). Collected data was analysed using the content analysis method. It was identified one major category, "Education about Infection Prevention and Control," with five categories and twelve subcategories. Key findings highlighted pedagogical challenges in nursing education stemming from the imbalance between theory and practice, coupled with insufficient hours dedicated to infection control training. Participants noted gaps in the collaboration between lecturers and clinical instructors, as well as a lack of equipment in all the learning contexts, hindering the HAI protocols and limiting the effectiveness of infection prevention and control measures in both SSA countries. Addressing the identified pedagogical challenges, enhancing collaboration between nursing educators, providing adequate equipment, and developing a contextually adapted model for infection prevention is essential for improving education and practices in both countries of Sub-Saharan Africa.

Hand hygiene is a key measure to prevent healthcare-associated infections (HAIs), yet compliance remains low in Sub-Saharan Africa (SSA), due to limited resources, insufficient training, and behavioral challenges. Simulation-based education offers a promising approach to enhance technical and non-technical skills in safe learning environments, promoting behavioral change and patient safety. This study aimed to develop and pilot a contextually adapted hand hygiene simulation-based learning scenario for nursing students in SSA. Grounded in the Medical Research Council (MRC) Framework and Design-Based Research principles, a multidisciplinary team from European and African higher education institutions (HEIs) co-created this scenario, integrating international and regional hand hygiene guidelines. Two iterative pilot cycles were conducted with expert panels, educators, and students. Data from structured observation and post-simulation questionnaires were analyzed using descriptive statistics. The results confirm the scenario’s feasibility, relevance, and educational value. The participants rated highly the clarity of learning objectives (M = 5.0, SD = 0.0) and preparatory materials (M = 4.6, SD = 0.548), reporting increased knowledge/skills and confidence and emphasizing the importance of clear roles, structured facilitation, and real-time feedback. These findings suggest that integrating simulation in health curricula could strengthen HAI prevention and control in SSA. Further research is needed to evaluate long-term outcomes and the potential for wider implementation.

Healthcare-associated infections (HAIs) remain a major public health concern, particularly in sub-Saharan Africa, where limited resources, workforce shortages, and infrastructure constraints hinder...