3116.0: Monday, November 13, 2000 - Table 1

Abstract #9874

What happens after safety training: The influence of transfer of training climate on universal precautions compliance

Raymond C. Sinclair, PhD, Education and Information Division, National Institute for Occupational Safety and Health, 4676 Columbia Parkway, Mail stop C-10, Cincinnati, OH 45226, 513-533-8172, rcs1@cdc.gov and Robyn R.M. Gershon, DrPH, School of Public Health, Johns Hopkins University, 610 North Wolfe Street, Room 1013, Baltimore, MD 21205.

Although safety and health training is common in companies, training is no guarantee of subsequent protective behavior. Workplace factors such as peer and supervisor support, sufficient time, and the availability of equipment have been shown to mediate the use of new knowledge and skills learned in other types of training. These factors have been studied under the global construct of transfer of training climate. However, this construct has so far not been used to understand the outcomes of safety and health training.

This study involved the development, delivery and evaluation of universal precautions refresher training for approximately 160 nurses in a large, urban, teaching hospital in the eastern U.S. Prior to the training, nurse supervisors were encouraged to support the transfer of universal precautions knowledge and skills to the workplace. Thirty-minute training sessions were held for small groups of nurses in departments considered to be at risk for blood and body fluid exposures. At the end of the training session and again, one month later, trainees were asked to complete a survey form that included questions about the information provided in training, current and intended future universal precautions compliance, perceptions of transfer of training climate, and demographic information.

Our research hypothesis is that universal precautions compliance will be higher for trainees in departments where transfer of training climate is perceived as more positive. The association of trainee knowledge, perceptions of transfer climate, and demographics with self-reports of compliance will be examined using multiple regression analysis methods.

Learning Objectives: 1. Develop strategies to maximize the effectiveness of bloodborne pathogens training programs. 2. List the components of the "transfer of training climate" construct. 3. Create a positive transfer of training climate in the workplace

Keywords: Health Care Workers, Training

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

The 128th Annual Meeting of APHA