Background:

Skilled healthcare professionals are critical for providing quality healthcare for children with cancer globally. Training curricula addressing the knowledge needs in infection care and prevention (ICP) in cancer are scarce.

Program description:

We implemented a 10-week blended course in ICP. The distance learning had four 2-week modules: Infectious Complications, Quality in Infection Care, Quality in Infection Prevention, and Sustainability, Research, and Dissemination. Each module had pre- and post-tests and weekly webinars. The 2-week in-person learning had lectures, group exercises, clinical observations, hospital and laboratory tours, and ended in an annual conference. An individual project developed during the distance learning was presented in the in-person workshop. Course attendance criteria were English language proficiency and participants’ role in ICP at their institutions.

Program evaluation and results:

Twenty-two students from 17 hospitals in 10 countries completed the course, developed a project, and answered surveys covering knowledge assessments and satisfaction, and 6-month course and 1-year project follow-ups. Pretest and post-test scores revealed knowledge improvement (P < .001). Participants rated the distance learning as outstanding (63%) or good (28%); and the in-person as outstanding (87%). In the follow-up survey, graduates felt more comfortable at managing infections and participated more in quality improvement and academics at their institutions. Seventeen participants (77%) took steps to implement their study projects, and 9 were successful. Collaboration and networking of trainees were notable outcomes.

Discussion:

The ICP course is a resource to improve knowledge, engage graduates in network collaborations, and a reliable model to develop other thematic healthcare global training programs.

中文翻译：

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全球传染病培训课程的开发、实施和成果

背景：

熟练的医疗保健专业人员对于为全球癌症儿童提供优质医疗保健至关重要。解决癌症感染护理和预防 (ICP) 知识需求的培训课程很少。

节目说明：

我们在 ICP 中实施了为期 10 周的混合课程。远程学习有四个为期两周的模块：感染并发症、感染护理质量、感染预防质量以及可持续性、研究和传播。每个模块都有前后测试和每周网络研讨会。为期 2 周的面对面学习包括讲座、小组练习、临床观察、医院和实验室参观，并以年度会议结束。远程学习期间开发的个人项目在现场研讨会上进行了介绍。课程出勤标准是英语语言能力和参与者在其机构的 ICP 中的角色。

计划评估和结果：

来自 10 个国家的 17 家医院的 22 名学生完成了课程，开发了一个项目，并回答了涵盖知识评估和满意度的调查，以及 6 个月的课程和 1 年的项目跟进。前测和后测分数显示知识改进（P  < .001）。参与者将远程学习评为优秀（63%）或良好（28%）；和面对面的优秀（87％）。在后续调查中，毕业生对感染管理感到更自在，并且更多地参与了他们所在机构的质量改进和学术活动。17 名参与者 (77%) 采取措施实施他们的研究项目，其中 9 人成功。受训人员的合作和网络是显着的成果。

讨论：

ICP 课程是提高知识、让毕业生参与网络合作的资源，也是开发其他主题医疗保健全球培训计划的可靠模式。