At IP2026, poster and oral presenters shared practical examples of how infection prevention and control education can be made more engaging, relevant and effective. From behavioural science and immersive learning to creative ward-based education and microbiological testing, these presentations demonstrate different ways of supporting people to put IPC knowledge into practice.
Here, we bring together four presentations exploring education, behaviour change and culture in IPC.
FIRST-HAND: Applying Behavioural Science to Improve Hand Hygiene Behaviour in NHS Healthcare Teams
Presenter: Kate Hurst | Poster presentation
Hand hygiene before patient contact is essential for infection prevention (WHO, 2009), yet barriers to this “first moment” remain poorly understood, particularly in mental health settings (Sax et al., 2007). FIRST-HAND explored these barriers across acute and mental health wards at Somerset NHS Foundation Trust, applying the COM-B model (Michie et al., 2011) to inform improvement.
A mixed-methods design combined a staff questionnaire (N=34) with semi-structured interviews (N=24). ‘Opportunity’ emerged as the most consistent barrier, while staff generally reported ‘capability’ and ‘motivation’ to perform hand hygiene. Barriers included limited access to hand hygiene products and facilities, workload, interruptions, leadership role-modelling, ward norms and professional hierarchies.
Although many barriers were shared, key differences between the wards were structural: secured product storage on the mental health ward and insufficient point-of-care sinks on the acute ward. These findings suggest missed opportunities are not simply a matter of individual knowledge or motivation. Sustainable improvement requires addressing environmental and cultural barriers through locally appropriate solutions, rather than relying on education alone.
FIRST-HAND demonstrates how IPC teams can apply behavioural science collaboratively to identify barriers and develop targeted interventions for future testing across NHS settings.
IPC Escape Room for Medical Students
Presenter: Ashley Norcross | Poster presentation
The aim of the escape room project was to design and deliver an Infection Prevention and Control (IPC) teaching session for MBChB (ScotCOM) medical students at the University of St Andrews, with the objective of improving foundational infection control knowledge. This was achieved through collaboration with the Infection Control Team and the Medical Education Team. The escape room was to focus on breaking the chain of infection and was designed using a constructivist approach.
Students completed five sequential challenges based on managing a patient with Clostridioides difficile infection. These covered patient placement, personal protective equipment, isolation requirements, specimen collection and antimicrobial stewardship. The escape room enabled students to apply theoretical IPC knowledge within a realistic clinical scenario, strengthening understanding of Standard Infection Control Precautions and breaking the chain of infection.
The session provided an effective opportunity for students to apply their knowledge in a practical, team-based environment. Feedback highlighted the enjoyable and immersive format, with students noting that it supported their learning and simulated a realistic clinical scenario. The structure ensured that knowledge was constructed through experience, not simply delivered. The escape room proved to be a successful and innovative method for reinforcing IPC principles and enhancing learner engagement.
Watch out: microbiological testing of ambulance staff wristwatches to improve compliance with Bare Below the Elbow
Presenter: Ruth Robb | Poster presentation
The IPC Team secured funding from the Infection Prevention Society (IPS) to undertake an innovative quality improvement project aimed at improving compliance with the Trust’s Bare Below the Elbows (BBE) policy. The project used microbiological swabbing of wristwatches as an educational intervention to increase staff awareness of infection prevention risks associated with wrist-worn items.
Interventions included a staff survey (203 responses), targeted staff communications, policy updates, educational materials, and engagement sessions linked to World Hand Hygiene Day. Microbiological testing of 29 wristwatches identified 73 microorganisms, including two clinically significant isolates of Staphylococcus aureus, one of which was MRSA.
The project contributed to improved compliance with BBE requirements, demonstrated by a reduction in hand hygiene audit non-compliances associated with wristwatch use. Findings also highlighted opportunities for further education and identified practical barriers, including the availability of functioning clocks within vehicles.
As a result, actions have been implemented in collaboration with Fleet, EVC, Human Resources, and Operational Teams, including improvements to vehicle clock provision, development of a supportive escalation process for repeated non-compliance, and incorporation of learning into the 2026/27 IPC education programme.
The impact of a trolley dash for IPC education
Presenter: Jingle Ortiz | Poster presentation
Healthcare-associated infections (HCAIs) remain a significant patient safety concern and are a frequent theme identified through the Patient Safety Incident Response Framework (PSIRF). This project aimed to ensure that identified gaps in IPC practice or missed opportunities were addressed.
Within busy surgical and medical specialty wards, delivering education that is practical and meaningful is challenging amongst competing care demands such as clinical pressures, staffing demands, and the fast-paced ward environment. To achieve this, the “Trolley Dash”, an interactive educational trolley containing quizzes, games and practical learning activities, was developed. Educational content was informed by themes identified through PSIRF reviews, which included hand hygiene, glove use, line care, diagnostic stewardship and MRSA decolonisation.
A measurable improvement in staff knowledge was demonstrated. Correct responses to a key MRSA decolonisation question increased from 44% at baseline to 85% following targeted education, and both MRSA and MSSA rates reduced. The project also identified prescribing knowledge gaps within eMeds, prompting wider organisational learning.
Staff enjoyed the more informal approach, gaining knowledge and understanding in a quick way, making this a constructive learning environment. The Trolley Dash is a simple, scalable and effective novel ward-based learning vehicle, enabling multidisciplinary teams to participate in targeted education to support continual improvement.
Bringing the learning together
Together, these presentations show the value of looking beyond traditional approaches to IPC education. Understanding the barriers people face, creating opportunities to learn through experience and making education accessible in busy clinical environments can all help turn knowledge into meaningful changes in practice.
