740 - GAME TIME!: ENHANCING HEALTHCARE STAFF KNOWLEDGE AND CONFIDENCE IN INFECTION PREVENTION THROUGH A “GAMIFIED” WORKSHOP TO IMPROVE OUTCOMES IN CHILDREN WITH CANCER IN A LOW-AND MIDDLE INCOME COUNTRY

Publication Number: 740.5044

Paula Aristizabal, University of California San Diego Department of Pediatrics, San Diego, CA, United States; Angelica Martinez, Universidad Autonoma de Baja California, Hospital General Tijuana, Tijuana, Baja California, Mexico; Gabriela A. Aguiar, Universidad autonoma de baja california, Tijuana, Baja California, Mexico; Rebeca Rivera-Gomez, Universidad Autónoma de Baja California, Hospital General Tijuana, Tijuana, Baja California, Mexico

Background: Consequences of hospital-acquired infections in children with cancer are disproportionately high in low- and middle-income countries (LMIC). Implementing creative strategies to increase knowledge and competencies in infection prevention and control is key. After conducting a traditional 9-hour virtual infection prevention course in 2023, our pediatric oncology healthcare staff had minimal engagement and 0% knowledge gain in pre/post-tests.

Objective: To improve engagement, knowledge and competencies in infection prevention and control at our pediatric oncology unit, a team of pediatricians, oncologists, nurses, infectious diseases specialists, and preventionists developed a “gamified” workshop.

Design/Methods: Sixty-seven percent (n=30/45) of staff (oncologists, nurses) participated in the gamified workshop. Topics covered hospital-acquired infection prevention and control strategies, including standardized protocols and evidence-based prevention bundles. In January 2024, staff participated in three in-person (3-hour each) gamified workshops including jeopardy-style games, puzzle-based sessions on prevention bundles, and simulations on mannequins to mimic high-risk infection clinical scenarios. Pre- and post-test knowledge and self-reported confidence were measured.

Results: Seventy-seven percent (n=23/30) of participants completed pre- and post-knowledge tests, including items related to infection prevention and control strategies, and evidence-based bundles. Knowledge scores increased by 24% (68.5 vs 92.3; P<.05). Seventy-seven percent (n=21/30) completed self-reported confidence questionnaires. Overall satisfaction was 100% and overall confidence in infection prevention and control management increased by 32.4% (49.1% vs 81.5%; P<.05): Bundle prevention of ventilator pneumonia (23.8% vs 76.2%; P<.05), central catheter bundle (33.3% vs 81%; P<.05), surgical site infection prevention (38.1% vs 81%; P<.05), team-work (33.3% vs 76.2%; P<.05), and management of children with febrile neutropenia (52.4% vs 90.5%; P<.05). Several benefits of the “gamified” approach were reported, including enhanced learning focus and a better understanding of complex topics.

Conclusion(s): Our novel, replicable, gamified workshop achieved significantly higher knowledge gain and self-confidence in key hospital-acquired infection prevention and control topics. Further, engagement and satisfaction were very high. Our findings suggest that creative, dynamic, and fun approaches focused on immediate clinical applicability can enhance engagement, knowledge, and competencies in LMIC settings compared to traditional educational methods.