Essential Resources for the Infection Preventionist Ruth Carrico PhD RN FSHEA CIC Associate Professor Division of Infectious Diseases University of Louisville School of Medicine

Objectives 1. Identify tools and resources important for the Infection Preventionist across the spectrum of skill levels and care settings 2. Explore self-assessment activities designed to identify areas for professional growth

Relationship Between Knowledge and Application Existing Competence What we do How we doWhy we do

Timeline Toward Competence Assess Plan Evaluate Implement Existing Competence Areas of Focus Start Work How Did I Do?

Infection Prevention in 2010 and Beyond Era of Transformation – Transparency and legislation – CMS value based purchasing – Successes in elimination of HAI the expected – Getting to zero v. Zero tolerance – Infection control continues its transformation to Infection prevention – Teaching strategies focus on interprofessional collaboration – Instructional techniques incorporate new methods (e.g., role playing with teams, simulation) – Survival requires teamwork, planning and continuous improvement

Infection Prevention in 2010 and Beyond Era of Transformation – Transparency and legislation – CMS value based purchasing – Successes in elimination of HAI the expected – Getting to zero v. Zero tolerance – Infection control continues its transformation to Infection prevention – Teaching strategies focus on interprofessional collaboration – Instructional techniques incorporate new methods (e.g., role playing with teams, simulation) – Survival requires teamwork

Library for Novice IPs Use the areas of practice analysis as the basis Provide the ability of the novel IP to have quick references for recall Provide support in application of the information and analysis of its effect and impact Expected that it takes about 2 years to achieve basic competence in infection prevention and control

Library for Novice IPs CDC guidelines Infection prevention practice competence (not the IP) APIC elimination guides, position papers, recommended practices SHEA compendium, position papers, clinical guidelines OSHA standards TJC standards, NPSG USP Reference books CMS COP/CofC How to do a literature search

Library for Advancing IPs All those resources for the new IP Growing abilities to synthesize the information and develop more comprehensive application Analysis capabilities provide ability to project and program plan AHRQ, NQF, CMS Behavioral theories Implementation sciences Human factors engineering How to read and evaluate the research

Strategies How to understand and make use of the literature How to lead others toward and through change Bridging the gap between clinical medicine/clinical practice and infection prevention practice for the medical staff Using knowledge and demonstrating application to influence practice across all disciplines Understanding your data, communicating your results to influence others

Strategies Putting practice experiences into the searchable literature Openly discussing what works Openly revealing what does not Considering how your work and knowledge gained can help change practices and outcomes Comparative effectiveness research Leadership (not the same as management) Followership

Strategies Developing a clear educational plan for ourselves Investigate existing skill levels as well as gaps Focus on addressing the gaps Avoid spending time “learning” about the same thing Include methods you can use to teach others Engagement, collaboration, across disciplines