Background. Healthcare-associated infections (HCAIs) affect the lives of patients through prolonged stay in hospital, illness, or even death, incurring significant costs to both healthcare systems and society. Research shows that during a stay in a hospital, approximately 20% to 30% of patients are diagnosed with at least one infection. Openness, fine interpersonal and communication skills as well as adequate opportunities for training courses for healthcare staff contribute to promoting HCAI/HAI prevention. HCAI/HAI-related education should contribute to widening knowledge and mastering practical skills. It is assumed that lecturers, professional instructors, and coordinators create a significant foundation for professional development and social interactions by applying interactive pedagogical models. Objective. The aim of the study was to identify the perspective of teachers and tutors from 5 European Higher Education Institutions (HEIs) involved in the learning and teaching process of nursing students on healthcare – associated infection prevention and control. Research problems have been identified for the purpose of analysing qualitative research. The research questions considered the perspectives of coordinators of nursing courses/departments, assistants and tutors, and teachers. The research questions were: What are the factors that influence the pedagogical methods used in HAI teaching in HEIs of Nursing Schools? What is the perspective of nursing teachers and tutors regarding the learning and teaching processes of HAI prevention and control in the European Nursing HEIs? Methods. There were separate sets of research questions for different Focus Groups: Teachers (Focus Groups), Invited Assistants and Tutors (Focus Groups), Nursing Course Coordinator, and President of the Pedagogical Board, President of the Scientific Board (Interview). The interviews were conducted in a presential mode. The qualitative analysis method was applied. Results. Based on the study, 5 categories emerged: HCAI prevention and Control in the Nursing Curriculum, Organisation and structure of HEIs, Pedagogical strategies and methods, Student competencies and Articulation between HEIs and practice settings. For each main category subcategories were defined. The analysis of the participants’ opinions demonstrated a need to develop a uniform innovative didactic model in order to improve nursing curricula in terms of infection prevention and control; moreover, it proved significant to ensure that students gain the knowledge and skills indispensable to plan nursing care procedures, to implement and fulfill these procedures and to evaluate the effects of nursing care. The study group in total consisted of 80 participants including 61 women and 19 men. Conclusions. There is a need to develop a new pedagogical model to improve teaching standards and to further integrate the theoretical aspects and the practical skills. The coordinator’s position as an entity responsible for the management of the learning/teaching process should be reinforced. Both traditional and innovative teaching methods should be applied, i.e., simulation, evidence-based nursing, case studies and eBooks.

Key words: HCAI/HAI prevention and infection control, learning and teaching process, education, nursing.