Validation of a catheter-associated urinary tract infection prevention knowledge measurement scale

Aim: The occurrence of catheter-associated urinary tract infections (CAUTIs) is associated with the level of knowledge possessed by healthcare professionals. Thus, it is vital to have a CAUTI prevention measurement scale that is valid and reliable to assess knowledge levels and identify training, and development needs accurately. Our study aimed to validate CAUTI prevention knowledge using responses from healthcare professionals across various countries. Methods: An online survey was distributed to healthcare professionals with direct and indirect urinary catheterisation roles without geographical restrictions. The survey contained knowledge items developed based on the catheter lifecycle framework. Responses were analysed using factor analysis, latent class analysis, known-group hypothesis tests and item content analysis. Results: N=270 healthcare professionals, including medical and nursing students from 11 countries, participated in the survey. Most items showed appropriate difficulty index and discrimination index. The factor analysis indicated unidimensional and or bifactor models as the best-fitting models for CAUTI prevention knowledge measurement. Latent class analysis was used to explore further the patterns across items whose content described incorrect practice. Variations were observed in the CAUTI prevention knowledge scores across countries, professional groups, training, years of clinical experience and clinical specialities. A document review of training and national guidelines evidenced differences in undergraduate training curricula relating to CAUTI. Conclusion: The CAUTI prevention knowledge items validation revealed the importance of standardising measurement scales in IPC research and practice and the need for harmonising IPC-related healthcare professionals' education and training curricula and clinical guidelines. The findings evidence the differences in how guidelines translate into curricular and practice contexts