UNIVERSAL PRECAUTIONS TRAINING OF PRECLINICAL STUDENTS - IMPACT ON KNOWLEDGE, ATTITUDES, AND COMPLIANCE

Background. Little information exists regarding the impact of universa l precautions training programs on preclinical students' knowledge, at titudes, and behavior. Methods. We developed, implemented, and assesse d an educational program in universal precautions for and year medical and preclinical physician assistant students. Students (n = 170) comp leted pre- and posttraining questionnaires to assess universal precaut ions knowledge and to evaluate attitudes about their perceived risk fo r bloodborne pathogen infection, the importance of universal precautio ns procedures, and their willingness to provide care for human immunod eficiency virus (HIV)-positive or acquired immune deficiency syndrome (AIDS) patients. Phlebotomy, intravenous catheter insertion, and arter ial blood gas sampling techniques were demonstrated, practiced, and ev aluated during practical training sessions. Outcome measures included changes in pre- and posttraining knowledge scores and attitudes, as we ll as observed compliance with universal precautions during practical training. Results. Universal precautions knowledge scores increased si gnificantly after training (P < 0.0001). Personal assessments of the r isk of developing HIV due to patient care significantly decreased (P < 0.0001) and willingness to provide care for AIDS patients increased ( P = 0.004) following training. Importantly, students reported that hig h expected rates of contact with HIV-positive and other patient groups would not significantly affect their specialty choice. Observed compl iance with universal precautions procedures during practical training ranged from 95 to 99% for glove use, 76 to 77% for direct sharps dispo sal without needle recapping, and 56 to 78% for handwashing after glov e removal during phlebotomy and intravenous catheter insertion. Conclu sions. This program is effective in increasing students' knowledge of universal precautions. Training favorably affects students' willingnes s to care for HIV-positive patients and their assessed risk of develop ing occupational bloodborne infection. (C) 1995 Academic Press, Inc.