Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

Catherine Hayes; Charlotte Eley; Carla Brown; Rowshonara Syeda; Neville Verlander; Magda Hann; Cliodna McNulty

doi:10.1177/0017896920949597

Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

Catherine Hayes^*
, Charlotte Eley
, Carla Brown
, Rowshonara Syeda
, Neville Verlander
, Magda Hann
, Cliodna McNulty

^*Corresponding author for this work

Statistics Unit

Research output: Contribution to journal › Article › peer-review

12 Citations (Scopus)

Abstract

Objective: e-Bug is a teaching resource that addresses the UK 5-year National Action Plan on antimicrobial resistance (AMR) that pledges to work with educators and local authorities to ensure young people understand infection prevention and control (IPC) and AMR. This study aimed to evaluate the effectiveness and acceptability of the e-Bug face-to-face train-the-trainer intervention with school and community educators. Design: Service evaluation of an educational intervention via surveys. Setting: Workshops were organised by Public Health England (PHE) and collaborators in seven regions of the UK during 2018–2019. Method: Pre- and post-intervention surveys measured satisfaction with training, knowledge of IPC and AMR, and confidence to teach others. Statistical analyses included multilevel and ordinal logistic regression models to measure change in educator knowledge and confidence. Results: In all, 262 educators participated: primary (46%), secondary (17%), college (2%), healthcare (29%) and community (7%). Educators had high pre-intervention knowledge of topics, with significant improvement (p <.05) in confidence to teach all topics and some significant IPC knowledge improvement, post-intervention. There was strong evidence for a difference in confidence change between educator types, with primary educators improving the most. Ninety-five percent of educators rated the train-the-trainer workshop positively, valued the interactive workshops and felt confident to use the resources. Conclusion: Confident and knowledgeable educators, achieved via e-Bug train-the-trainer workshops, will enhance education of IPC and AMR topics in schools and communities, and therefore support the UK 5-year AMR action plan. The intervention will be monitored with long-term follow-up surveys to explore how training has been disseminated and to evaluate long-term benefits.

Original language	English
Article number	0017896920949597
Pages (from-to)	131-144
Number of pages	14
Journal	Health Education Journal
Volume	80
Issue number	2
DOIs	https://doi.org/10.1177/0017896920949597
Publication status	Published - Mar 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations.

Funding Information:
We thank our collaborators, including the Public Health Agency, Gloucestershire County Council, Manchester University, Birmingham Clinical Commissioning Group, Health Protection Scotland, the Scottish Antimicrobial Prescribing Group (SAPG), Rebecca Owens at the Open University, Independent Living Skills and South Gloucestershire Council, for enabling delivery and supporting data collection for the evaluation. We also thank Public Health Wales and the Welsh Network of Healthy Schools Schemes (WNHSS) for implementing this intervention in Wales and providing feedback. We thank Alicia Demirjian and Emily Cooper within the Primary Care and Interventions Unit for their comments to the manuscript and Julie Brooke for manuscript support. Thanks to all educators for taking part in this service evaluation and for feedback on the intervention. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations.

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations.

Publisher Copyright:
© The Author(s) 2020.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Antimicrobial resistance
e-Bug
educators
infection prevention
training

Access to Document

10.1177/0017896920949597

Cite this

@article{9b7cb2e817e641fc8348d1d907ad4978,

title = "Improving educator{\textquoteright}s knowledge and confidence to teach infection prevention and antimicrobial resistance",

abstract = "Objective: e-Bug is a teaching resource that addresses the UK 5-year National Action Plan on antimicrobial resistance (AMR) that pledges to work with educators and local authorities to ensure young people understand infection prevention and control (IPC) and AMR. This study aimed to evaluate the effectiveness and acceptability of the e-Bug face-to-face train-the-trainer intervention with school and community educators. Design: Service evaluation of an educational intervention via surveys. Setting: Workshops were organised by Public Health England (PHE) and collaborators in seven regions of the UK during 2018–2019. Method: Pre- and post-intervention surveys measured satisfaction with training, knowledge of IPC and AMR, and confidence to teach others. Statistical analyses included multilevel and ordinal logistic regression models to measure change in educator knowledge and confidence. Results: In all, 262 educators participated: primary (46\%), secondary (17\%), college (2\%), healthcare (29\%) and community (7\%). Educators had high pre-intervention knowledge of topics, with significant improvement (p <.05) in confidence to teach all topics and some significant IPC knowledge improvement, post-intervention. There was strong evidence for a difference in confidence change between educator types, with primary educators improving the most. Ninety-five percent of educators rated the train-the-trainer workshop positively, valued the interactive workshops and felt confident to use the resources. Conclusion: Confident and knowledgeable educators, achieved via e-Bug train-the-trainer workshops, will enhance education of IPC and AMR topics in schools and communities, and therefore support the UK 5-year AMR action plan. The intervention will be monitored with long-term follow-up surveys to explore how training has been disseminated and to evaluate long-term benefits.",

keywords = "Antimicrobial resistance, e-Bug, educators, infection prevention, training",

author = "Catherine Hayes and Charlotte Eley and Carla Brown and Rowshonara Syeda and Neville Verlander and Magda Hann and Cliodna McNulty",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Funding Information: We thank our collaborators, including the Public Health Agency, Gloucestershire County Council, Manchester University, Birmingham Clinical Commissioning Group, Health Protection Scotland, the Scottish Antimicrobial Prescribing Group (SAPG), Rebecca Owens at the Open University, Independent Living Skills and South Gloucestershire Council, for enabling delivery and supporting data collection for the evaluation. We also thank Public Health Wales and the Welsh Network of Healthy Schools Schemes (WNHSS) for implementing this intervention in Wales and providing feedback. We thank Alicia Demirjian and Emily Cooper within the Primary Care and Interventions Unit for their comments to the manuscript and Julie Brooke for manuscript support. Thanks to all educators for taking part in this service evaluation and for feedback on the intervention. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Publisher Copyright: {\textcopyright} The Author(s) 2020.",

year = "2021",

month = mar,

doi = "10.1177/0017896920949597",

language = "English",

volume = "80",

pages = "131--144",

journal = "Health Education Journal",

issn = "0017-8969",

publisher = "SAGE Publications Ltd",

number = "2",

}

TY - JOUR

T1 - Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

AU - Hayes, Catherine

AU - Eley, Charlotte

AU - Brown, Carla

AU - Syeda, Rowshonara

AU - Verlander, Neville

AU - Hann, Magda

AU - McNulty, Cliodna

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Funding Information: We thank our collaborators, including the Public Health Agency, Gloucestershire County Council, Manchester University, Birmingham Clinical Commissioning Group, Health Protection Scotland, the Scottish Antimicrobial Prescribing Group (SAPG), Rebecca Owens at the Open University, Independent Living Skills and South Gloucestershire Council, for enabling delivery and supporting data collection for the evaluation. We also thank Public Health Wales and the Welsh Network of Healthy Schools Schemes (WNHSS) for implementing this intervention in Wales and providing feedback. We thank Alicia Demirjian and Emily Cooper within the Primary Care and Interventions Unit for their comments to the manuscript and Julie Brooke for manuscript support. Thanks to all educators for taking part in this service evaluation and for feedback on the intervention. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article. Development and delivery of the intervention were supported and funded by Public Health England. Accommodation and travel for PHE staff to deliver training was in some cases supported by collaborating organisations. Publisher Copyright: © The Author(s) 2020.

PY - 2021/3

Y1 - 2021/3

N2 - Objective: e-Bug is a teaching resource that addresses the UK 5-year National Action Plan on antimicrobial resistance (AMR) that pledges to work with educators and local authorities to ensure young people understand infection prevention and control (IPC) and AMR. This study aimed to evaluate the effectiveness and acceptability of the e-Bug face-to-face train-the-trainer intervention with school and community educators. Design: Service evaluation of an educational intervention via surveys. Setting: Workshops were organised by Public Health England (PHE) and collaborators in seven regions of the UK during 2018–2019. Method: Pre- and post-intervention surveys measured satisfaction with training, knowledge of IPC and AMR, and confidence to teach others. Statistical analyses included multilevel and ordinal logistic regression models to measure change in educator knowledge and confidence. Results: In all, 262 educators participated: primary (46%), secondary (17%), college (2%), healthcare (29%) and community (7%). Educators had high pre-intervention knowledge of topics, with significant improvement (p <.05) in confidence to teach all topics and some significant IPC knowledge improvement, post-intervention. There was strong evidence for a difference in confidence change between educator types, with primary educators improving the most. Ninety-five percent of educators rated the train-the-trainer workshop positively, valued the interactive workshops and felt confident to use the resources. Conclusion: Confident and knowledgeable educators, achieved via e-Bug train-the-trainer workshops, will enhance education of IPC and AMR topics in schools and communities, and therefore support the UK 5-year AMR action plan. The intervention will be monitored with long-term follow-up surveys to explore how training has been disseminated and to evaluate long-term benefits.

AB - Objective: e-Bug is a teaching resource that addresses the UK 5-year National Action Plan on antimicrobial resistance (AMR) that pledges to work with educators and local authorities to ensure young people understand infection prevention and control (IPC) and AMR. This study aimed to evaluate the effectiveness and acceptability of the e-Bug face-to-face train-the-trainer intervention with school and community educators. Design: Service evaluation of an educational intervention via surveys. Setting: Workshops were organised by Public Health England (PHE) and collaborators in seven regions of the UK during 2018–2019. Method: Pre- and post-intervention surveys measured satisfaction with training, knowledge of IPC and AMR, and confidence to teach others. Statistical analyses included multilevel and ordinal logistic regression models to measure change in educator knowledge and confidence. Results: In all, 262 educators participated: primary (46%), secondary (17%), college (2%), healthcare (29%) and community (7%). Educators had high pre-intervention knowledge of topics, with significant improvement (p <.05) in confidence to teach all topics and some significant IPC knowledge improvement, post-intervention. There was strong evidence for a difference in confidence change between educator types, with primary educators improving the most. Ninety-five percent of educators rated the train-the-trainer workshop positively, valued the interactive workshops and felt confident to use the resources. Conclusion: Confident and knowledgeable educators, achieved via e-Bug train-the-trainer workshops, will enhance education of IPC and AMR topics in schools and communities, and therefore support the UK 5-year AMR action plan. The intervention will be monitored with long-term follow-up surveys to explore how training has been disseminated and to evaluate long-term benefits.

KW - Antimicrobial resistance

KW - e-Bug

KW - educators

KW - infection prevention

KW - training

UR - https://www.scopus.com/pages/publications/85089361745

U2 - 10.1177/0017896920949597

DO - 10.1177/0017896920949597

M3 - Article

AN - SCOPUS:85089361745

SN - 0017-8969

VL - 80

SP - 131

EP - 144

JO - Health Education Journal

JF - Health Education Journal

IS - 2

M1 - 0017896920949597

ER -

Improving educator’s knowledge and confidence to teach infection prevention and antimicrobial resistance

Abstract

Bibliographical note

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Cite this