Ms. Jo Borren2, Dr Sarah Berger1,2
1Health NZ – Te Whatu Ora, Christchurch, Aotearoa / New Zealand, 2University of Otago Christchurch, Christchurch, Aotearoa / New Zealand
Biography:
Dr Sarah Berger is Nursing Director for the Infection Prevention and Control Service for Canterbury and West Coast, New Zealand.
She commenced this role in 2019, after seven years working in an academic research and teaching role at the Medical Faculty, University of Heidelberg, Germany in the Department of General Practice and Health Services Research.
Sarah is passionate about improving collaboration among members of health care teams to improve patient safety and patient outcomes.
Sarah is an Associate Editor with the Journal of Interprofessional Care, a leading publication in the field of interprofessional research, education and collaborative practice.
Abstract:
Background
Problems faced in COVID-19 pandemic, as well as the “silent pandemic” of antimicrobial resistance and the increasing social and financial burden of healthcare associated infections reinforce the need, as highlighted by the World Health Organisation, to build infection prevention and control (IPC) capability in the health workforce. However, to ensure value creation and relevance, integration of stakeholder input is key to successful design and planning of novel curricula in higher education institutions.
Method
Input on needs and priorities was sought from internal and external stakeholders (faculty, industry partners, clinical service providers, IPC subject matter experts) to design and plan a novel two-semester IPC postgraduate course in New Zealand.
Results
This course was first delivered in the 2023 New Zealand academic year. Delivery was entirely on-line. This enabled both participating students and teaching staff to contribute from geographically dispersed locations across New Zealand. Student engagement was facilitated through learner-orientated course delivery. Accessible faculty placed emphasis on both formative and summative assessment opportunities to gauge students’ progress and performance. 20 students successfully completed the first-year pilot programme with a grade point average value of 5.
Conclusion
This curriculum development project highlights the positive impact that clinical and educational stakeholder collaboration can make on course design and delivery. Future development to refine and enhance these postgraduate IPC course offerings is planned for 2024 and beyond to ensure that health professionals can continue to access best practice principles and quality postgraduate education in the field of Infection Prevention and Control.