<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.2d1 20170631//EN" "JATS-journalpublishing1.dtd">
<ArticleSet>
<Article>
<Journal>
<PublisherName>journal-jmsr</PublisherName>
<JournalTitle>Journal of Medical and Surgical Research</JournalTitle>
<PISSN>I</PISSN>
<EISSN>S</EISSN>
<Volume-Issue>Vol. XII, n 3</Volume-Issue>
<PartNumber/>
<IssueTopic>Multidisciplinary</IssueTopic>
<IssueLanguage>English</IssueLanguage>
<Season>March 2026</Season>
<SpecialIssue>N</SpecialIssue>
<SupplementaryIssue>N</SupplementaryIssue>
<IssueOA>Y</IssueOA>
<PubDate>
<Year>2026</Year>
<Month>03</Month>
<Day>3</Day>
</PubDate>
<ArticleType>JMSR Medical Education</ArticleType>
<ArticleTitle>Evaluating Educational Interventions for Infection Prevention in Maternity Care: A Systematic Review Using Kirkpatrick__ampersandsignrsquo;s Model</ArticleTitle>
<SubTitle/>
<ArticleLanguage>English</ArticleLanguage>
<ArticleOA>Y</ArticleOA>
<FirstPage>1551</FirstPage>
<LastPage>1558</LastPage>
<AuthorList>
<Author>
<FirstName>Meryem</FirstName>
<LastName>Mafhoum</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>N</CorrespondingAuthor>
<ORCID/>
<FirstName>Othmane</FirstName>
<LastName>Elharmouchi</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>Saida Er</FirstName>
<LastName>Rida</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>Hicham</FirstName>
<LastName>Harhar</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
<FirstName>Mohammed Hassan</FirstName>
<LastName>Alami</LastName>
<AuthorLanguage>English</AuthorLanguage>
<Affiliation/>
<CorrespondingAuthor>Y</CorrespondingAuthor>
<ORCID/>
</Author>
</AuthorList>
<DOI/>
<Abstract>Background: Healthcare-associated infections (HAIs) remain a major patient safety concern in maternity care, where mothers and newborns are particularly vulnerable. While training of healthcare professionals is widely recognized as a key component of infection prevention and control (IPC), existing studies have predominantly focused on clinical outcomes, with limited attention to the pedagogical design and educational evaluation of training interventions.
Methods:A systematic review was conducted in accordance with the PRISMA 2020 guidelines. PubMed, ScienceDirect, the Cochrane Library, and Google Scholar were searched for studies published between January 2000 and December 2024. Eligible studies evaluated educational or training interventions related to infection prevention in maternity or obstetric settings and reported educational outcomes. Data were extracted and synthesized using a narrative thematic approach. Educational outcomes were classified according to Kirkpatrick__ampersandsignrsquo;s four-level evaluation model.
Results: Fourteen studies met the inclusion criteria. Training interventions employed a range of pedagogical approaches, including lectures, workshops, simulation-based education, and blended learning. Interactive and experiential methods were more frequently associated with positive learning and behavioral outcomes than didactic approaches alone. Only a subset of studies explicitly integrated educational or behavioral theories, such as Adult Learning Theory, Social Cognitive Theory, or the Health Belief Model. Most studies assessed outcomes at Kirkpatrick Level 2 (learning) and Level 3 (behavior), while learner reactions (Level 1) and long-term organizational or patient-level outcomes (Level 4) were infrequently evaluated. Considerable variability was observed in evaluation tools, with limited use of validated educational instruments.
Conclusion: This review demonstrates that the effectiveness of infection prevention training in maternity care depends largely on pedagogical quality and evaluation strategies, rather than training exposure alone. Theory-informed, interactive educational interventions combined with structured evaluation frameworks are essential to enhance learning, promote sustainable behavior change, and support maternal and neonatal safety. Future research should prioritize standardized and longitudinal educational evaluation to strengthen evidence-based training in health professions education.</Abstract>
<AbstractLanguage>English</AbstractLanguage>
<Keywords>Educational evaluation, Healthcare-associated infections, Health professions education, Infection prevention training, Maternity care, Pedagogical methods.</Keywords>
<URLs>
<Abstract>https://journal-jmsr.net/ubijournal-v1copy/journals/abstract.php?article_id=16209&title=Evaluating Educational Interventions for Infection Prevention in Maternity Care: A Systematic Review Using Kirkpatrick__ampersandsignrsquo;s Model</Abstract>
</URLs>
<References>
<ReferencesarticleTitle>References</ReferencesarticleTitle>
<ReferencesfirstPage>16</ReferencesfirstPage>
<ReferenceslastPage>19</ReferenceslastPage>
<References>World Health Organization.Healthcare-associated infections: fact sheet. Geneva: World Health Organization; 2011. Available from: https://www.who.int/gpsc/country_work/gpsc_ccisc_fact_sheet_en.pdf
Pittet D, Allegranzi B, Boyce J. The World Health Organization guidelines on hand hygiene in health care and their consensus recommendations. Infect Control Hosp Epidemiol. 2009;30(7):611and;ndash;622. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2878952/
Erasmus V, Daha TJ, Brug H, et al. Systematic review of studies on compliance with hand hygiene guidelines in hospital care. Infect Control Hosp Epidemiol. 2010;31(3):283and;ndash;294.Available from: https://pubmed.ncbi.nlm.nih.gov/20156062/
Gould DJ, Moralejo D, Drey N, Chudleigh JH. Interventions to improve hand hygiene compliance in patient care. Cochrane Database Syst Rev. 2017;9:CD005186. Available from: https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD005186.pub4/full
Knowles MS, Holton EF, Swanson RA. The adult learner: the definitive classic in adult education and human resource development. London: Routledge; 2015.Available from: https://www.routledge.com/The-Adult-Learner/Knowles-Holton-Swanson/p/book/9781138235584
Bandura A. Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes. 1991;50(2):248and;ndash;287. Available from: https://www.sciencedirect.com/science/article/pii/074959789190022L
Rosenstock IM, Strecher VJ, Becker MH. Social learning theory and the Health Belief Model. Health Education Quarterly. 1988;15(2):175and;ndash;183. Available from: https://journals.sagepub.com/doi/10.1177/109019818801500203
Kirkpatrick DL, Kirkpatrick JD. Evaluating training programs: the four levels.San Francisco: Berrett-Koehler Publishers; 2006. Available from: https://www.bkconnection.com/books/title/evaluating-training-programs
Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978and;ndash;988. Available from: https://jamanetwork.com/journals/jama/fullarticle/1104316
Friedman CP, Wyatt JC. Evaluation methods in biomedical informatics. New York: Springer; 2006. Available from: https://link.springer.com/book/10.1007/0-387-36278-9
Yardley S, Dornan T. Kirkpatrickand;rsquo;s levels and education and;ldquo;evidenceand;rdquo;.Medical Education. 2012;46(1):97and;ndash;106. Available from: https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.04076.x
Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education. Medical Teacher. 2016;38(7):656and;ndash;668. Available from: https://www.tandfonline.com/doi/full/10.3109/0142159X.2016.1173663
Mahdizadeh S, Sany SBT, Sarpooshi DR, Jafari A, Mahdizadeh M. Predictors of preventive behavior of nosocomial infections in nursing staff: a model based on social cognitive theory. BMC Health Services Research. 2021;21:721. Available from: https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-021-07205-6
Jeihooni AK, Kashfi SH, Bahmandost M, Harsini PA. Promoting preventive behaviors of nosocomial infections in nurses: the effect of an educational program based on the Health Belief Model. Investigaciand;oacute;n y Educaciand;oacute;n en Enfermerand;iacute;a. 2018;36(1):e09. Available from: https://revistas.udea.edu.co/index.php/iee/article/view/331607
Raza A, Coomarasamy A, Khan KS. Best evidence continuous medical education.Archives of Gynecology and Obstetrics. 2009;280:683and;ndash;687. Available from: https://link.springer.com/article/10.1007/s00404-009-1128-7
Sand;aacute;nchez-Polo MT, Cegarra-Navarro JG, Cillo V, Wensley A. Overcoming knowledge barriers to health care through continuous learning. Journal of Knowledge Management. 2019;23(3):508and;ndash;526.Available from: https://www.emerald.com/insight/content/doi/10.1108/JKM-06-2018-0364/full/html
Ziv A, Small SD, Wolpe PR. Patient safety and simulation-based medical education. Medical Teacher. 2000;22(5):489and;ndash;495. Available from: https://www.tandfonline.com/doi/abs/10.1080/01421590050110777
Chaker R, Hajj-Hassan M, Ozanne S. The effects of online continuing education for healthcare professionals: a systematic scoping review. Open Education Studies. 2024;6(1). Available from: https://www.degruyter.com/document/doi/10.1515/edu-2022-0226/html</References>
</References>
</Journal>
</Article>
</ArticleSet>