Dr Yobelli Jimenez1, Ms Katya Amadita1, Dr Dania Abu Awwad1, Mr Adrian Repole1, Ms Megan Doan1, Ms Frances Gray1
1Discipline of Medical Imaging Sciences, The University Of Sydney, Australia
Biography:
Dr Yobelli Jimenez is a qualified radiation therapist and is currently a Senior Lecturer in the Discipline of Medical Imaging Science at the University of Sydney. Dr Jimenez has a strong interest in health profession education research, work integrated learning and infection prevention and control in medical radiation sciences.
Abstract:
Introduction
Augmented reality systems (ARS) provide opportunity for hand hygiene (HH) training in radiography education. This study explored radiography students’ confidence and knowledge of HH prior to and after two clinical placements, involving repeated ARS training and assessment. A secondary aim was to explore students’ perceptions of the usability of the ARS.
Methods
One radiography cohort completed ARS HH training and assessment (using Blue Mirror) prior to two clinical placements. Surveys collected information on HH confidence and knowledge at three time-points for each placement (pre-intervention, post-intervention, post-placement), and usability of ARS (post-intervention). An opt-out recruitment approach was used.
Results
Seventy-three students participated. Across both placements, self-reported confidence in HH increased following ARS training. For Placement 1, the proportion reporting being ‘extremely confident’ increased from 8.2% to 47.2% post-intervention, reducing to 33.9% post-placement. For Placement 2, ‘extreme confidence’ increased from 22.1% to 54.1% post-intervention, and 57.6% post-placement. HH knowledge remained high for most questions (minimum 98%), with lower scores for one question relating to alcohol hand rub (minimum 75.5%). Usability ratings were positive, though lower levels of enjoyment, clarity and perceived usefulness were reported at Placement 2. Qualitative feedback highlighted the interactive and engaging nature of the ARS and improved understanding of HH.
Conclusion
ARS based HH training was associated with increased student confidence across successive clinical placements, while high levels of knowledge were maintained. Engagement with interactive AR technology supported understanding of correct HH technique, although perceptions varied over time. Findings support the role of ARS to reinforce HH practice.