Rethinking IPC education: the power of ward rounds

Ahead of next week’s IPC Partners Journal club in partnership with the Infection Prevention Society which you can register for here, I’ve taken a closer look at the paper I will be running through. You can read the paper here: Can ward rounds be used by infection prevention control teams to deliver education and enhance knowledge to clinical staff.

Why change the model?

National guidance from NHS England expects all healthcare staff to possess the knowledge and skills to deliver effective IPC. However, much of the current education is perceived as prescriptive and not always tailored to the learner’s experience or needs. The study highlights that adult learning theory and learner preferences are often
overlooked, and that traditional IPC education rarely leads to sustained changes in practice.

The ward round intervention

The research team implemented an action research model on a paediatric cardiac unit. Over four weeks, IPC educators joined ward rounds twice weekly, using a structured assessment tool to guide discussions and identify learning opportunities at the patient’s bedside.  The intervention focused on the nurse’s knowledge and confidence in managing patients from an IPC perspective.

The authors used a mixed methods study combined pre- and post-intervention questionnaires with reflective
journals to capture both quantitative and qualitative data.

What did they find?

• Education in action: Every ward round created at least one opportunity for education. Staff were receptive, engaged, and actively participated in discussions about IPC practices.
• Building relationships: The face-to-face format fostered stronger relationships between IPC teams and ward staff, encouraging open dialogue and professional challenge.
• Real-world relevance: By embedding education in the clinical environment, the intervention addressed real challenges and questions as they arose, making learning immediately relevant and practical.
• Two-way learning: Not only did clinical staff learn from IPC educators, but educators also gained valuable insights from frontline staff about barriers and opportunities for improvement.

Limitations and next steps

While the study was small and limited to a single ward, the findings are promising. The number of educational
interventions decreased over time, suggesting improved knowledge and confidence among staff. However, the authors note that more robust, larger-scale studies are needed to confirm these results and explore the broader impact on patient outcomes. There is also a risk that the small number of participants in the questionnaire mean that it may not be generalisable.

What does this mean for IPC practice?

This research suggests that ward rounds can be a powerful tool for delivering IPC education, moving beyond the
classroom to the bedside. It highlights the importance of relationship-building, adaptability, and two-way communication in fostering a culture of safety and continuous improvement. Further research is needed in different delivery methods around IPC education to improve the delivery of care in the clinical environment.

For IPC teams, the message is clear: embrace innovative teaching methods, seek feedback from clinical staff,
and remain open to new ways of working. By doing so, we can ensure that IPC education is not just a tick-box exercise, but a dynamic, impactful part of everyday care.