Contribution of Microbiology in Nursing Theory and Practice

Shagufta Iqbal*, Shehla Khan**
*-** Aga Khan University School of Nursing and Midwifery, Pakistan.
Periodicity:May - July'2020
DOI : https://doi.org/10.26634/jnur.10.2.16508

Abstract

The accomplishment of a basic microbiology course is a solid indicator of how students will perform in further nursing courses and clinical areas. The students should give special attention to a microbiology course in the nursing school. A good nurse must have a sound knowledge of basic microbiology to integrate her knowledge in clinical practice. Nurses who are working in the hospital settings mostly use their knowledge for infection control, hospital-acquired infection, disease transmission and control of microorganisms. Those who are working mostly in community settings utilize their microbiology knowledge in the collection and handling of specimens, understanding the medically important microorganisms, and combating infection in the immune-compromised host. In the case of clinical setting, nursing students lack the knowledge about the infection control which may make them exposed to infectious organisms. Therefore, there should be some educational strategies to enrich their ability to utilize this exposure effectively.

Keywords

Microbiology, Nursing, Clinical Practice, Nursing Education.

How to Cite this Article?

Iqbal, S., and Khan, S. (2020). Contribution of Microbiology to Nursing Theory and Practice. i-manager's Journal on Nursing, 10(2), 30-35. https://doi.org/10.26634/jnur.10.2.16508

References

[1]. Akanji, J., Walker, J., & Christian, R. (2017). Effectiveness of formal hand hygiene education and feedback on healthcare workers' hand hygiene compliance and hospital-associated infections in adult intensive care units: A systematic review protocol. JBI Evidence Synthesis, 15(5),1272-1279. https://doi.org/10.11 124/JBISRIR-2016-003019
[2]. Akpınar, R. B., Celebıoglu, A., Uslu, H., & Hamidullah Uyanık, M. (2009). An evaluation of the hand and nasal flora of Turkish nursing students after clinical practice. Journal of Clinical Nursing, 18(3), 426-430. https://doi.org/10.1111/j.1365-2702.2008.02514.x
[3]. Benner, P., & Sutphen, M. (2007). Learning across the professions: The clergy, a case in point. Journal of Nursing Education, 46(3),103-108. https://doi.org/10.3928/014848 34-20070301-03
[4]. Brown, L. (2019). Use of personal protective equipment in nursing practice. Nursing Standard, 34(5) 59-66. https:// doi.org/10.7748/ns.2019.e11260.
[5]. Buffer, J. L., Medeiros, L. C., Kendall, P., Schroeder, M., & Sofos, J. (2012). Health professionals' knowledge and understanding about Listeria monocytogenes indicates a need for improved professional training. Journal of Food Protection, 75(7), 1310-1316. https://doi.org/10.4315/0362 -028X.JFP-12-006
[6]. Christensen, M., Craft, J. A., Wirihana, L., & Gordon, C. J. (2015). Pathophysiology team teaching: Bioscientist contribution to knowledge integration in a nursing subject. Journal of Clinical Nursing, 24(23-24), 3739-3741. https:// doi.org/10.1111/jocn.12959
[7]. Clifton, I., & McKillup, S. C. (2016). Why such success?: Nursing students show consistently high satisfaction with bioscience courses at a regional university. Australian Journal of Advanced Nursing, 33(3), 21.
[8]. Cox, J. L., Donna Simpson, M., Letts, W., & Cavanagh, H. M. (2014). Putting it into practice: infection control professionals' perspectives on early career nursing graduates' microbiology and infection control knowledge and practice. Contemporary Nurse, 49(1), 83-92. https:// doi.org/10.1080/10376178.2014.11081957
[9]. Craft, J., Hudson, P., Plenderleith, M., Wirihana, L., & Gordon, C. (2013). Commencing nursing students' perceptions and anxiety of bioscience. Nurse Education Today, 33(11), 1399-1405. https://doi.org/10.1016/j.nedt. 2012.10.020
[10]. Durrant, R. J., Doig, A. K., Buxton, R. L., & Fenn, J. P. (2017). Microbiology education in nursing practice. Journal of Microbiology & Biology Education, 18(2). https:// doi.org/10.1128/jmbe.v18i2.1224
[11]. Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust public inquiry: executive summary (Vol. 947). London: The Stationery Office.
[12]. Goetz, A., Chen, M. Y., & Muder, R. R. (1992). Microbiology, infection control, immunizations, and infectious disease exposure: Education and practices in United States nursing schools. American Journal of Infection Control, 20(3), 115-121. https://doi.org/10.1016/ S0196-6553(05)80175-0
[13]. Jayaweerasingham, M., Angulmaduwa, S., & Liyanapathirana, V. (2019). Knowledge, beliefs and practices on antibiotic use and resistance among a group of trainee nurses in Sri Lanka. BMC Research Notes, 12(1), 601. https://doi.org/10.1186/s13104-019-4640-2
[14]. Kelcíkova, S., Skodova, Z., & Straka, S. (2012). Effectiveness of hand hygiene education in a basic nursing school curricula. Public Health Nursing, 29(2), 152-159. https://doi.org/10.1111/j.1525-1446.2011.00985.x
[15]. Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S. Y. S., Noble, D., Norton, C. A., ... & Hickey, N. (2010). The 'five rights' of clinical reasoning: An educational model to enhance nursing students' ability to identify and manage clinically 'at risk' patients. Nurse Education Today, 30(6), 515-520. https://doi.org/10.1016/j.nedt.2009.10.020
[16]. McVicar, A., Andrew, S., & Kemble, R. (2014). Biosciences within the pre-registration (pre-requisite) curriculum: An integrative literature review of curriculum interventions 1990–2012. Nurse Education Today, 34(4), 560-568. https://doi.org/10.1016/j.nedt.2013.08.012
[17]. Neuberger, B.J., Guthrie, C., Aaronovitch, D., Hameed, K., Bonser, T., Charlesworth-Smith, D., … Walle, S. (2013). More care, less pathway: A review of the Liverpool Care Pathway. Department of Health, UK. https://www. bl.uk/britishlibrar y/~/media/bl/global/social-welfare/ pdfs/non-secure/m/o/r/more-care-less-pathway-a-reviewof- the-liverpool-care-pathway.pdf
[18]. Sakeena, M. H. F., Bennett, A. A., Jamshed, S., Mohamed, F., Herath, D. R., Gawarammana, I., & McLachlan, A. J. (2018). Investigating knowledge regarding antibiotics and antimicrobial resistance among pharmacy students in Sri Lankan universities. BMC Infectious Diseases, 18(1), 209. https://doi.org/10.1186/s12879-018- 3107-8
[19]. Scully, N. J. (2011). The theory-practice gap and skill acquisition: An issue for nursing education. Collegian, 18(2), 93-98. https://doi.org/10.1016/j.colegn.2010.04.002
[20]. Siegel, J. D., Rhinehart, E., Jackson, M., & Chiarello, L. (2007). Guideline for isolation precautions preventing transmission of infectious agents in healthcare settings. Centers for Disease Control and Prevention, USA. https:// stacks.cdc.gov/view/cdc/61187
[21]. Smales, K. (2010). Learning and applying biosciences to clinical practice in nursing. Nursing Standard, 24(33), 35- 39. https://doi.org/10.7748/ns2010.04.24.33.35.c7716
[22]. Tambe, T. A., Nkfusai, N. C., Nsai, F. S., & Cumber, S. N. (2019). Challenges faced by nurses in implementing aseptic techniques at the surgical wards of the Bamenda Regional Hospital, Cameroon. The Pan African Medical Journal, 33. https://dx.doi.org/10.11604%2Fpamj.2019. 33.105.16851
[23]. Tanner, C. A. (2006). Thinking like a nurse: A researchbased model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.https://doi.org/10.3928/ 01484834-20060601-04
[24]. Taylor, V., Ashelford, S., Fell, P., & Goacher, P. J. (2015). Biosciences in nurse education: Is the curriculum fit for practice? Lecturers' views and recommendations from across the UK. Journal of Clinical Nursing, 24(19-20), 2797- 2806. https://doi.org/10.1111/jocn.12880
[25]. Woodward, V. M. (1997). Professional caring: a contradiction in terms? Journal of Advanced Nursing, 26(5), 999-1004. https://doi.org/10.1046/j.1365-2648. 1997.00389.x
[26]. Wu, C. J., Gardner, G. E., & Chang, A. M. (2009). Taiwanese nursing students' knowledge, application and confidence with standard and additional precautions in infection control. Journal of Clinical Nursing, 18(8), 1105- 1112. https://doi.org/10.1111/j.1365-2702.2008.02309.x
[27]. Wynne, N., Brand, S., & Smith, R. (1997). Incomplete holism in pre‐registration nurse education: the position of the biological sciences. Journal of Advanced Nursing, 26(3), 470-474. https://doi.org/10.1046/j.1365-2648.1997. t01-4-00999.x
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.