Exploring the Practical Implications of Different Microbiology and Infectious Disease Topics to the Nursing Profession

Abstract

Microbiology and infectious disease content form a substantial part of pre-service nursing education, yet the degree to which specific topics are perceived by practicing nurses as translating into concrete bedside practice varies, with implications for how nursing curricula and continuing education should be prioritized. This study explored registered nurses' knowledge of, and perceived practical relevance of, eight microbiology and infectious disease topics using a cross-sectional descriptive survey design. A total of 150 registered nurses across medical/surgical, intensive care, maternity/pediatric, and outpatient units at a Nigerian tertiary hospital completed a structured questionnaire comprising a topic-specific knowledge test, five-point Likert ratings of perceived practical relevance, and an open-ended item on specific practical implications for each topic. Knowledge scores were highest for hand hygiene and standard precautions (82.4%) and lowest for antimicrobial resistance (54.2%), while perceived relevance was rated highest for hand hygiene (M = 4.71) and lowest for vaccine-preventable diseases (M = 3.96). Years of clinical experience correlated significantly with knowledge score (r = .31, p < .01), perceived relevance (r = .46, p < .01), and self-reported practice change (r = .40, p < .01). Thematic analysis of open-ended responses identified concrete, topic-specific practical implications, including cautious antibiotic monitoring linked to antimicrobial resistance knowledge and earlier escalation of deteriorating patients linked to sepsis recognition training. These findings suggest that infection prevention topics with direct, repeated bedside application are both better retained and perceived as more practically relevant than topics with less immediate clinical visibility, such as antimicrobial resistance and vaccine-preventable disease, pointing to specific areas where nursing curricula and continuing professional development could be strengthened.