Behavioral determinants of hand hygiene compliance among nurses in intensive care units in Hai’l, Saudi Arabia
-
Published:2023-03
Issue:3
Volume:10
Page:46-55
-
ISSN:2313-626X
-
Container-title:International Journal of ADVANCED AND APPLIED SCIENCES
-
language:
-
Short-container-title:Int. j. adv. appl. sci.
Author:
Alrimali Afaf, , Alreshidi NashiORCID, Alenizi Awatif, Alrashidi Salwa, Alshammari Wadida, LLego Jordan, , , , ,
Abstract
Hand hygiene (HH) is widely regarded as the single most effective method of preventing healthcare-associated infections yet achieving and maintaining compliance among healthcare workers remains a significant challenge. This study aims to identify behavioral determinants of HH compliance using the Attitude-Social Influence-Self-Efficacy (ASE) model among Intensive Care Unit (ICU) nurses in Saudi Arabia. This is a descriptive cross-sectional study using a self-reported questionnaire among ICU nursing staff in 6 Ha’il, Saudi Arabia hospitals. The study employed convenience sampling, using the Behavioral Determinants of Hand Hygiene Compliance in ICU questionnaire with 128 respondents. Frequency, percentage, mean, standard deviation, ANOVA, Pearson-r, and Multiple Regression analysis were used. Total compliance to HH for six hospitals was 86.83%. Self-efficacy was high (mean=3.59, SD=.54). The average score of participants’ knowledge of HH was 57% (SD=2.30). Only social pressure was identified as a predictor of noncompliance to HH (β=-1.97; P=.001). The current data highlight the importance of self-efficacy, social influence, positive attitude, and good knowledge regarding HH. However, only social pressure was a predictor of compliance with HH guidelines. When developing interventions to improve HH in ICUs, strategies should include these determinants tailored to the individual, cultural, and institutional factors.
Publisher
International Journal of Advanced and Applied Sciences
Subject
Multidisciplinary
Reference68 articles.
1. MOOC's impact on higher education;Alhazzani;Social Sciences & Humanities Open 2 (1) 100030,2020 2. Atkins, DE, Brown, JS, & Hammond, AL (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities (Vol. 164). Mountain View: Creative Commons. 3. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ (Clinical research ed.), p. 372, n71. https://doi.org/10.1136/bmj.n71 4. An overview of the world of MOOCs;Baturay;Procedia-Social and Behavioral Sciences pp 174,2015 5. Billington, PJ, & Fronmueller, MP (2013). MOOCs and the future of higher education. Journal of Higher Education Theory and Practice, 13 (3/4), 36-43.
|
|