The application of antimicrobial stewardship knowledge to nursing practice: a national survey of United Kingdom pre-registration nursing students
Author(s)
Type
Journal Article
Abstract
Aim
To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice.
Design
Quantitative.
Methods
Cross-sectional survey.
Results
Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working.
Conclusion
There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management.
Implications for the Profession
There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes.
Patient or Public Contribution
No patient or public contribution.
Impact
What Problem Did the Study Address?
Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved.
What Were the Main Findings?
There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful.
Where and on Whom Will the Research Have an Impact?
Pre-registration nurse education programmes.
Reporting Method
The relevant reporting method has been adhered to, that is, STROBE.
To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice.
Design
Quantitative.
Methods
Cross-sectional survey.
Results
Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working.
Conclusion
There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management.
Implications for the Profession
There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes.
Patient or Public Contribution
No patient or public contribution.
Impact
What Problem Did the Study Address?
Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved.
What Were the Main Findings?
There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful.
Where and on Whom Will the Research Have an Impact?
Pre-registration nurse education programmes.
Reporting Method
The relevant reporting method has been adhered to, that is, STROBE.
Date Issued
2025-01-01
Date Acceptance
2024-04-06
Citation
Journal of Advanced Nursing, 2025, 81 (1), pp.198-209
ISSN
0309-2402
Publisher
Wiley
Start Page
198
End Page
209
Journal / Book Title
Journal of Advanced Nursing
Volume
81
Issue
1
Copyright Statement
© 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
License URL
Identifier
https://www.ncbi.nlm.nih.gov/pubmed/38661290
Subjects
biological subjects
Life Sciences & Biomedicine
nurse education
nurse roles
NURSES
Nursing
quantitative approaches
RESISTANCE
Science & Technology
TEAM
Publication Status
Published
Coverage Spatial
England
Date Publish Online
2024-04-25