Nursing Students’ Knowledge Among Healthcare-Associated Infections: A Systematic Review

Background: Healthcare-associated infections represent a significant public health problem, with a major impact on patient safety and quality of care. Nursing students play a central role in implementing infection prevention and control measures, yet the existing literature highlights gaps in their preparedness. Objective: To investigate nursing students’ knowledge of healthcare-associated infections, providing a comprehensive understanding of their level of awareness and identifying potential gaps that could guide improvements in nursing education. Methods: A systematic review was conducted by PRISMA guidelines. Searches were performed in PubMed, CINAHL Complete, APA PsycArticles, and APA PsycInfo, using predefined keywords and inclusion criteria. Twenty-two studies met the eligibility requirements. The articles were assessed for methodological quality using validated appraisal tools. Results: Across the included studies, nursing students demonstrated good knowledge of certain infection prevention measures, particularly standard precautions and hand hygiene. However, significant theoretical gaps were identified, especially regarding epidemiology, transmission mechanisms, and risk factors for healthcare-associated infections. Knowledge tended to improve with academic progression, clinical experience, and the use of active, contextualized teaching strategies. A consistent gap between theoretical understanding and practical application was observed. Conclusions: Nursing curricula should systematically integrate theory and practice, ensure alignment with validated international guidelines, and adopt active, practice-oriented teaching approaches. Strengthening these areas could improve nursing students’ infection prevention competencies, thereby enhancing patient safety and quality of care.