Understanding the experiences, barriers, and facilitators that influence the implementation of infection prevention and control knowledge among healthcare professionals in General Practice

Abstract

Background: Infection prevention and control is essential for patient safety, yet its implementation in general practice remains underexplored. General practices (GPs) are often the first point of contact in the healthcare system, placing them at the frontline of preventing healthcare-associated infections (HCAIs). Evidence indicates gaps in IPC knowledge among healthcare staff hinder effective IPC practices in GP. Data from the UK Health Security Agency (UKHSA, 2022) show that Gram-negative bloodstream infections remained consistent with previous years, while Clostridium difficile infections reached their highest levels since 2012, highlighting that the national target of a 50% reduction in HCAIs remains unmet. These challenges indicate the need for research that examines how IPC knowledge is experienced, interpreted, and applied by healthcare professionals in GP, to identify barriers and facilitators and inform interventions that strengthen IPC in these essential frontline settings.
Aim: To explore the experiences, barriers, and facilitators affecting the implementation of IPC knowledge among healthcare professionals in GP settings.
Methods: An interpretive, narrative approach was adopted. Fifteen participants, including practice nurses and healthcare assistants, were interviewed individually using semi-structured interviews conducted via Microsoft Teams. Data were analysed using Reflexive Thematic Analysis (RTA), guided by the COM-B behavioural framework.
Results: Four key themes were identified: (1) commitment and ownership of IPC practices, (2) IPC engagement across the organisation, (3) the strain of IPC responsibility and organisational prioritisation, and (4) understanding and implementing IPC knowledge. IPC engagement was influenced by capability, opportunity, and motivation. Barriers included unclear role responsibilities, limited leadership support, time constraints, and gaps in practical training. IPC leads reported emotional and professional pressures, particularly those without formal IPC qualifications. Facilitators included supportive leadership, co-designed educational interventions, accessible digital learning, and collaborative team practices. Persistent ambiguity around IPC accountability was highlighted as a key structural challenge.

Date of Award	2026
Original language	English
Awarding Institution	University of Dundee
Supervisor	Elaine Lee (Supervisor), Camila Biazus-Dalcin (Supervisor) & Linda Martindale (Supervisor)