The value of higher degree and undergraduate training in universities for building IPC workforce, and priorities for the future
Peta-Anne Zimmerman1
1 Griffith University, Queensland, Australia, p.zimmerman@griffith.edu.au
The World Health Organization (WHO) Core Components for Infection Prevention and Control (IPC) Programmes is made up of eight key elements. Core Component 1 constitutes the foundation for all other components, that is, the need to have functional IPC programmes both at national and health service delivery level to prevent healthcare associated infections (HAI), promote patient and healthcare worker safety, and combat antimicrobial resistance (AMR). This IPC programme should be led by a trained IPC professional dedicated to the programme, who leads a trained multi-disciplinary team, and reports to the highest level of health care authority. The IPC capacity and expertise of any country or facility is dependent upon the level of implementation of IPC education and training (Core Component 3) in that setting. To assist in guiding and gauging this expertise the WHO Core Competencies for Infection Prevention and Control were developed in line with the Core Components.
To meet the requirements of Core Component 3 there must be national curricula for IPC embedded in pre-service/undergraduate and post-graduate health programs as well as ongoing professional development for all levels of healthcare workers. Research indicates that the higher the level of qualification of the IPC Professional the better the outcomes for patients, healthcare workers, and prevention of HAI and AMR. What is of concern is the difficulty in retaining trained and qualified staff across all health sectors. There is growing concern about IPC workforce particularly since the COVID-19 pandemic. What strategies can be employed to retain these staff?