| Sumario: | Background: There is a paucity of research exploring infection control professionals' (ICPs) educational practice and the daily challenges they face in providing education to change healthcare worker (HCW) behaviour and promote patient safety. Without closer examination of educational practice, ICPs cannot critically reflect on what, how, or why their educational approaches need to be improved or changed. Methods: This research was conducted as part of a larger Design-Based Research study that looked at building ICP educational practice and culture within the Alberta Health Services (AHS) Infection Prevention and Control (IPAC) program. AHS ICP educational practice was explored using an online survey questionnaire, a focus group interview, and field observations of ICP educational practice. A qualitative systematic methodology was used to identify interconnected themes regarding ICP educational practice. Results: Education is considered important and central to ICPs' professional practice. Despite its importance, ICPs are frustrated with the quality and effectiveness of the education they provide and seek ways to build their educational expertise. Four themes emerged in this study: the ICP's role as educator, circumstances influencing educational practice, educational strategies, and educational outcomes. These themes, along with their associated influences and challenges, illustrate the multifaceted nature of ICP educational practice in the AHS IPAC program. Discussion: ICP educational practice is more complex than the IPAC educational research literature suggests. This study provides a detailed understanding of that practice and the multiple issues and processes involved in it. Making the complexity of ICP educational practice explicit validates ICPs in their role as educators and provides a foundation from which to build their educational expertise. Although ICPs are frustrated with the quality and outcomes of their education, their insights into their educational practice challenges indicate they are primed for change. ICPs seek innovative professional development experiences to change and build their educational expertise.
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