Knowledge of Contact Infection Among Health-Related College Students: A Survey-Based Cross-Sectional Study

Abstract

This study aimed to examine the level of knowledge regarding contact-transmitted infections among college students in healthcare-related majors and to identify differences according to general characteristics as well as factors influencing such knowledge. A descriptive cross-sectional design was employed. Data were collected from 183 healthcare-related college students in the Gyeongnam region using a structured questionnaire. The data were analyzed using SPSS version 29.0 with frequency analysis, descriptive statistics, t-tests, one-way analysis of variance (ANOVA), Duncan's post-hoc test, and multiple linear regression. The mean knowledge score was 3.14 out of 5, indicating a moderate level. The highest score was observed for awareness of transmission risk (M=3.38), whereas the lowest score was found for knowledge of reporting procedures during clinical practice (M=2.77). Significant differences in knowledge were observed according to age (p<.01). However, no significant differences were found according to gender, major, academic year, religion, presence of healthcare professionals in the family, or experience of death. The regression model was not statistically significant (F=0.588, adjusted R² =-0.016), and no significant predictors were identified. These findings suggest that knowledge of contact-transmitted infections is not sufficiently explained by general characteristics alone. Therefore, infection control education should be strengthened by incorporating practical, case-based, and procedure-oriented training, particularly focusing on reporting systems in clinical settings.

1. Introduction

In the modern healthcare, infection control is emphasized as a key element in ensuring patient safety and maintaining the quality of healthcare services [1,2]. Particularly, healthcare-associated infections (HAIs) occurring within healthcare institutions are reported to be a major factor in increasing patient morbidity and mortality and prolonging hospital stays, necessitating systematic prevention-focused management [3]. Contact-mediated infections can easily spread through healthcare workers’ hands, medical equipment, and the hospital environment, necessitating comprehensive management [4]. Consequently, adherence to infection control guidelines based on standard contact precautions is continuously emphasized in healthcare settings [5].

Developing an in-depth understanding and awareness of infection control from inception are crucial for Students of healthcare, who are prospective healthcare professionals and who will engage in direct patient contact and practice in the future [6]. Insufficient knowledge about contact-transmitted infections during clinical practice can pose a risk of infection not only to patients but also to students and healthcare professionals [7]. However, previous studies have shown that infection control education for healthcare students is often theory-based and fails to sufficiently enhance the procedural skills and response capabilities required in real-world situations [8,9].

Previous studies have shown that while healthcare students are relatively aware of the basic concepts of infection and the risks of transmission, they tend to have limited understanding of reporting procedures and organizational response systems in the event of an infection [10,11]. This is likely due to infection control education focusing on knowledge transfer, with limited case-based or simulation training reflecting actual clinical and practical settings [12]. Therefore, there is an unmet need to systematically assess knowledge levels regarding contact-transmitted infections and explore educational improvements to enhance this knowledge [13].

This study aimed to analyze the overall level of knowledge on contact-transmitted infection among healthcare students in the Gyeongnam region, identify differences based on general characteristics, and identify the factors influencing contact infection knowledge [14]. The results of this study can be used as preliminary data for education on infection control for college students in healthcare courses and are expected to contribute to the establishment of educational strategies to strengthen the contact infection control capabilities required in future practice and clinical settings [15].

2. Research Methods

2.1 Research Design and Participants

This descriptive survey was conducted using a structured questionnaire to assess the knowledge of contact-transmitted infection among university students majoring in health sciences. The participants were 183 students enrolled at universities in the Gyeongnam region, who understood and consented to the purpose and objectives of the study.

2.2 Data Collection and Methods of Analysis

This study examined knowledge of contact infection among university students majoring in health sciences. Data were analyzed using IBM SPSS 29.0. The methods adopted are as follows:

1) Percentages were used to measure demographic characteristics of the study population.

2) The mean and standard deviation were used to assess the participants’ knowledge of contact infection.

3) Differences between the participants’ general characteristics and knowledge of contact infection were analyzed using t-tests and ANOVA, with Duncan’s test used as a post-hoc test.

4) Multiple linear regression analysis was used to identify factors influencing knowledge of contact infection.

2.3 Research Tools

The questionnaire for this study was modified and restructured to fit the realities of healthcare students, based on a previous study examining knowledge of contact infection, “A Study on the Knowledge of Contact Infection and Education Needs of Paramedics” [16]. The questionnaire consisted of 16 items: eight questions on knowledge of contact infection and eight questions on the general characteristics of the participants. Knowledge of contact infection was measured using a 5-point Likert scale, with higher scores indicating more positive attitudes. Reliability analysis revealed that the Cronbach’s coefficient of correlation (ɑ) for contact infection knowledge was .952, which exceeded the cutoff value of 0.6, demonstrating internal consistency of the measurement data.

3. Research Results

3.1 General Characteristics of Participants

The general characteristics of the participants are presented in Table 1. A total of 183 respondents were included: 55 males (30.1%) and 128 females (69.9%). By age, the largest group was 20 years old with 117 people (63.9%), followed by 21 years old with 49 people (26.8%), 22 years old with seven people (3.8%), 23 years old with three people (1.6%), 24 years old with five people (2.7%), and 25 years old with two people (1.1%). The Department of Emergency Medical Services had the largest group (83 people, 45.4%), followed by the Departments of Biomedical Sciences (37 people, 20.2%), Clinical Pathology (35 people, 19.1%), and Companion Animal Science (28 people, 15.3%). There were 123 people (67.2%) in the first year, 59 (32.2%) in the second year, and one (0.5%) in the fourth year. Among the participants, 31 (16.9%) followed a religion, whereas 152 (83.1%) did not. Thirty-seven participants (20.2%) had a family member who was a medical professional, whereas 146 (79.8%) did not. Furthermore, 118 (64.5%) participants had experienced the death of someone close to them, whereas 65 (35.5%) had not.

Table 1. General characteristics. (N = 183)

3.2 Overall Level of Knowledge on Contact Infections

Descriptive statistical analysis was conducted to determine the overall level of knowledge of contact infection guidelines (Table 2).

Table 2. Overall Level of Knowledge of Contact-Transmitted Infections. (N=183)

¹⁾ Likert 5-point scale: 1=Not at all, 3=Neutral, 5=Very much so.

The average score was 3.14, ranging from “average” (3 points) to “yes” (4 points). The following responses were found: “I am aware of the criteria for contact infection” (M=3.08), “I am aware of the definition of contact infection” (M=3.17), “I am aware of the types of contact infection” (M=3.04), “I am aware of the transmission of contact infection” (M=3.21), “I am aware of the modes of transmission of contact infection” (M=3.28), “I am aware of the risks of contact infection transmission” (M=3.38 ), “I am aware how to isolate contact infection” (M=3.21), and “I am aware of the reporting procedures for contact infection during practical training” (M=2.77).

3.3 Differences in Knowledge of Contact Infections by General Characteristics

Differences in knowledge about contact infections according to general characteristics are shown in Table 3. There were 20 (M=3.05), 21 (M=3.29), 22 (M=3.93), 23 (M=3.17), 24 (M=2.40), and 25 (M=4.19) patients with statistically significant differences (p<.01). A post hoc Duncan test revealed that the 25-year-old group had higher knowledge of contact-transmitted infections than the 24-year-old group.

Table 3. Differences in Knowledge of Contact-Transmitted Infections According to General Characteristics.

p<.05, **p<.01

3.4 Factors Influencing Knowledge of Contact Infections

The factors influencing the knowledge of contact infections are presented in Table 4. The results of analysis showed that the F value of the regression model was 0.588 and the adjusted R² was 0.016. This regression model was statistically insignificant, indicating that no significant explanatory variables influenced the knowledge of contact infection.

Table 4. Factors Influencing Knowledge of Contact-Transmitted Infections.

4. Discussion

4.1 Review of the Overall Level of Knowledge on Contact Infections

In this study, the average knowledge level regarding contact infection among healthcare students was 3.14, indicating an overall above-average level. This indicates that the participants possessed a preliminary understanding of the basic concepts of contact infection and risk of transmission, suggesting that theoretical education on infection control in healthcare curricula is effective at the basic level. In particular, the relatively high scores for questions regarding the risk and modes of contact infection transmission can be interpreted as a reflection of the recent educational trend emphasizing the importance of infection control in healthcare settings.

Conversely, the question regarding reporting procedures in the event of contact infection during practical training received the lowest scores, revealing limited knowledge on the response and administrative procedures in real-world situations. This suggests that infection control education is largely theory-based, with a relative lack of specific behavioral guidelines and reporting systems required in clinical or practical settings. Contact infection is an area that requires an organizational response and management beyond simple personal hygiene issues. Therefore, extensive training in practical elements, such as reporting procedures, is imperative. The low score in reporting procedures suggests that students may lack familiarity with institutional infection reporting systems and response protocols. Failure to properly report contact-transmitted infections can delay intervention and increase the risk of secondary transmission.

Therefore, infection control education should emphasize procedural competencies, including reporting systems, communication pathways, and institutional guidelines. Simulation-based and case-oriented training may be effective strategies to address this gap.

The results of this study demonstrate that, while health science students recognize the importance of infection control, their ability to apply it in practice is limited. This suggests that future infection control education should be supplemented with case-based learning, simulated training, and training methods that reflect practical situations, in addition to theoretical knowledge.

4.2 Consideration of Differences in Contact Infection Knowledge by General Characteristics

This study found statistically significant differences in knowledge on contact-transmitted infection by age. This suggests that the cumulative effects of learning experiences and educational exposure with increasing age may influence the formation of contact infection knowledge. The relatively high scores in some older age groups suggest that differences in non-academic experience or opportunities for participation in practical training may have positively influenced awareness on infection control.

Conversely, no statistically significant differences in contact infection knowledge were found by sex, department, grade, religious affiliation, presence of a healthcare professional in the family, or experience with the death of someone close. This suggests that knowledge of contact infection is largely shaped by shared educational content rather than individual background characteristics. The lack of differences across departments can be interpreted as reflecting relatively similar curriculum of infection control education across health-related fields.

Furthermore, the results of multiple linear regression analysis did not identify any significant explanatory variables influencing knowledge of contact-transmitted infections, suggesting that a single demographic factor alone cannot explain contact infection knowledge. This suggests that knowledge of contact infection is likely influenced by complex factors, such as educational methods, specificity of educational content, and quality of practical experience, rather than by individual characteristics. This finding suggests the need for a comprehensive analysis including educational variables in future studies.

In addition, the regression model in this study was not statistically significant, and the explanatory power was very low (adjusted R2 = -0.016). This indicates that general demographic characteristics alone are insufficient to explain knowledge of contact-transmitted infections.

It is likely that factors such as the quality of infection control education, clinical practice experience, and exposure to simulation-based training play a more important role. Therefore, future studies should include educational and experiential variables to better explain knowledge levels.

5. Conclusion

In summary, while health-related university students’ knowledge of contact infection generally remains above average, they demonstrate relatively low understanding of practical aspects, such as reporting procedures and responses required in actual practice settings. Furthermore, with the exception of some age factors, knowledge of contact infection did not differ significantly by general characteristics such as sex, department, or grade. The regression analysis revealed no significant influencing factors. These results suggest that knowledge of contact infections is likely shaped by educational content and methods rather than by individual backgrounds.

Therefore, to substantially improve the contact infection management capabilities of healthcare students, it is necessary to go beyond theory-based education and incorporate specific infection-reporting procedures that reflect practical situations, as well as case-based and simulation-based educational strategies. Based on this discussion, the following conclusions summarize the key findings of this study and offer suggestions for future contact infection education for healthcare students and for further research.