{"paper_id":"1f3a6714-a7d9-47bb-9069-c02a270ad0c1","body_text":"Exploring Determinants of Hand Hygiene among Nursing Students: A Theory of Planned Behavior Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Determinants of Hand Hygiene among Nursing Students: A Theory of Planned Behavior Approach Gül Bülbül Maraş, Elem Kocaçal This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3981739/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Background This study aims to assess the hand hygiene behavior of nursing students and identify the factors influencing this behavior through the \"Scale for Assessment Hand Washing Behavior in the Frame of Theory of Planned Behaviour (SAHBTPB)\". Methods This descriptive and cross-sectional study was undertaken at the nursing departments of the university's faculty of health sciences in İzmir, Turkey between 2021–2022. A total of 240 nursing students were recruited as participants for this study. Data were collected with the SAHBTPB. The data was analyzed using descriptive statistics, the Chi-square test, and correlation analysis in the SPSS 21.0 program ( p < 0.05). Results Participation rate was 74.76%. The mean age of the students was 20.59 ± 1.59 years and 69.9% were woman. The nursing students’ total mean score of SAHBTPB was 147.5 ± 14.0 (min = 94; max = 176). There was a positively significant association between the total score and students' gender, graduate level, and hand hygiene education status. There was no significant difference in scale total score mean based on the existence of dermatological problems on the students' hands or their frequency of hand hygiene ( p > 0.05). Conclusion The mean scores of nursing students on the SAHBTPB were found to be at a good level. The sub-dimension “intention” was identified as an effective factor in predicting the hand hygiene behavior of the students. The findings have the potential to positively impact nursing education by increasing awareness among students and offering valuable insights for nurses and educators. Planned Behavior Theory Hand Hygiene Scale Hand Hygiene Behavior Nursing Students Background Healthcare-associated infections (HAIs) reduce the quality of care, puts patient safety at risk, and increase costs. Almost 30–50% of HAIs can be prevented with hand hygiene [ 1 – 3 ]. Therefore, strategies for keeping hands clean are extremely crucial for safe healthcare delivery in healthcare institutions [ 1 – 4 ]. The World Health Organization (WHO) guidelines clearly emphasize the significance of hand hygiene and provide instructions on proper handwashing with soap and water or using hand antiseptic [ 3 ]. Although hand hygiene may appear a simple and easy procedure, hand hygiene compliance rates among healthcare professionals in healthcare institutions are still far from the desired levels [ 4 – 7 ]. Hence, a series of initiatives and global campaigns are being conducted to improve adherence to hand hygiene practices [ 8 ]. Behavioral theories have been widely employed to investigate various health-related behaviors. Among the various theories employed, The Theory of Planned Behavior (TPB) is one of the most common theories used to investigate individual behaviors. It has been also utilized to anticipate hand hygiene behaviors in high-risk populations like food handlers and healthcare workers [ 6 , 9 , 10 ]. The TPB was proposed by Icek Ajzen (1991) and explains the motivation behind intentional behaviors [ 11 – 13 ]. The theory assumes that the primary determinant of intentional behaviors, such as hand hygiene, is the intention to perform the behavior. Intention is considered the precursor of behavior, and the stronger the intention, the more likely the behavior is assumed to be [ 9 ]. Intention is determined by attitude, subjective norm, and perceived behavioral control [ 10 , 14 ]. Attitude represents beliefs about the consequences of a behavior and their positive or negative evaluation. Subjective norm indicates the influence of significant others outside the institution on an individual's hand hygiene behavior. It also represents the perceived social pressure towards the behavior. Perceived behavioral control reflects beliefs about access to resources and opportunities required to perform a behavior [ 15 ]. The TPB suggests that the intention is influenced by indirect predictors named behavioral, normative, and control beliefs. Beliefs about the outcomes of behavior are based on perceiving the advantages and disadvantages of performing a specific behavior [ 6 ]. Normative beliefs express the personal probability of whether an individual wants or does not want a given behavior in relation to a specific normative referent. In other words, it refers to the perception of the expectations of normative individuals within the institution regarding the individual's performance of behavior. Control beliefs are related to various factors (time, cost, available infrastructure, etc.) that facilitate or hinder a behavior [ 14 , 16 ]. In general, intention of an individual to engage in a specific behavior is expected to be stronger when they have more positive attitudes and subjective norms, and a higher level of perceived control over the behavior. According to the theory, attitudes determine intention, and intention, in turn, is a determinant of behavior [ 10 , 12 , 17 ]. Nursing students are regarded as future healthcare professionals during their education. Their direct contact with patients in clinical practice settings during treatment and care may increase the risk of cross-contamination [ 18 , 19 ]. Integrating theory and practice is a crucial way to learn effective hand hygiene practices during nursing education [ 2 ]. Even when students have demonstrated sufficient theoretical and practical knowledge, they may appear unwilling or unable to apply what they know in clinical settings [ 20 ]. Hand hygiene compliance is a complex behavior and is affected by many factors such as workload, lack of role models, lack of equipment or information, overconfidence in one's own abilities [ 4 , 21 ]. Studies on nursing students' hand hygiene practices have shown that compliance is influenced by individual characteristics like attitude, perception, belief, and knowledge, along with external factors such as the hand hygiene behaviors of healthcare professionals in clinical settings [ 22 – 26 ]. Understanding the factors influencing nursing students' hand hygiene practices will guide future research, clinical applications, and the development of education strategies. There are many studies in the literature that have assessed nurses' hand hygiene behavior using the TPB [ 6 , 13 , 23 , 27 ]. But there is a limited number of studies examining the hand hygiene behavior of nursing students in terms of the TPB [ 24 , 28 , 29 ]. Methods Aim The objective of this study was to examine the hand hygiene behavior of nursing students at a university's faculty of health sciences and affecting factors using the SAHBTPB. Our study is the first study in Turkey where the TPB was used to determine hand hygiene behavior and affecting factors. Setting and Sample This descriptive and cross-sectional study took place in the nursing department, faculty of health sciences at a state university in Western Turkey. The study was conducted during the spring semester of the 2021–2022 academic year. The population consisted of a total of 321 nursing students studying in the first, second, third, and fourth grades. No sampling method was employed since the study aimed to encompass the entire population. 36 nursing students were absent or received medical reports, 24 students refused to participate in the study, and 21 students were excluded due to incomplete data collection forms. Volunteer students with no communication problems formed the study sample. The exact sample size was determined by using the G-Power 3.1.9.2 software package. According to the power analysis results, the required sample size for the study, with an effect size of 0.40 and epsilon of 1 for the analysis of variance in repeated measures, to achieve a 95% test power at a 95% confidence level, was determined to be a minimum of 230 individuals. In total, the study included 240 students, resulting in a participation rate of 74.76%. Data collection tools Data were collected using the \"Students Identification Form\" and the SAHBTPB. The form developed by researchers in line with the comprehensive literature consists of 15 questions such as age, gender, graduation level, hand hygiene training status, frequency of performing hand hygiene, and the presence of a dermatological problem in the hand [ 9 , 15 , 17 , 24 , 30 ]. SAHBTPB was developed by Maraş (2007) [ 17 – 19 ]. The scale was developed to determine the motivational factors (attitude, belief) and knowledge of healthcare professionals affecting hand hygiene behavior. The scale was suggested to use in health care professionals and students. The scale consists of 46 items and eight sub-dimensions: Beliefs about the consequences of hand hygiene, subjective norm, normative beliefs, control beliefs, perceived control, attitude, intention and knowledge. The first seven subscales of the scale are Likert type and have four categories. The four-point Likert scale is “Strongly agree” 4 points, “agree” 3 points, “disagree” 2 points, “Strongly disagree” 1 point. The “knowledge” sub-dimension is evaluated as yes (3), I don't know (2), and no (1). The 8th, 9th, 10th, 11th, 12th, 31st, 33rd, 34th items in the scale are negative items. The scores of these items were reverse coded. The lowest score achievable from the scale is 46 and the highest score is 176. A high score indicates a positive and strong motivation for hand hygiene behavior [ 17 ]. In Maraş's (2007) study, the overall Cronbach's alpha coefficient of the scale was found to be 0.79 and the total item correlation coefficient was 0.88 [ 17 ]. In this study, the overall Cronbach's alpha coefficient of the scale was found to be 0.93. Data collection After a verbal explanation of the study goals, informed consent form was obtained from the students who agreed to participate in the study. Students filled out the data collection forms under the supervision of the researchers. Data collection was carried out in the classroom at the same time to prevent interaction among the students. The completion of the forms took approximately 10 minutes. Data analysis Statistical Package for Social Science (SPSS) 21.0 package program was used for the data analysis. The adequacy of the sample size was calculated using Power Analysis. Descriptive statistics are shown with mean, standard deviation, minimum and maximum values, and data for categorical variables are shown with frequency and percentage. The normality of the data distribution was evaluated with the Shapiro-Wilk test. Non-parametric analyzes such as Chi-square test, Correlation analysis, Mann-Whitney U test and Kruskal-Wallis test were used in the statistical analyses. p < .05 was accepted as the significance level. Ethical considerations While ethical approval was received from the Non-Interventional Clinical Research Ethics Committee of the Health Science University to conduct the study (Approval date and no. 2021/3–11). The study was conducted in accordance with the principles of the Declaration of Helsinki. The participants were informed of the study's goal and given the assurance that their nonparticipation or withdrawal would not affect them negatively. Written consent was obtained from all participants. Results Characteristics of students The mean age of the students was 20.59 ± 1.59 years (min: 18, max: 30), and 69.9% were woman. Of the students, 36.7% were first-grade, 26.7% were second-grade, 17.5% were third grade, and 19.2% were fourth-grade students (Table 1 ). Table 1 Characteristics of the nursing students (n = 240) Features X̅ ± SD Age Mean Minimum Maximum 20.59 ± 1.59 18 30 Number % Gender Woman Male 167 73 69.9 30.4 Marital status Single 240 100 Graduated school Health college High school Associate degree 5 226 9 2.1 94.2 3.8 Level of Grade First grade Second grade Third grade Fourth grade 88 64 42 46 36.7 26.7 17.5 19.2 X̅ ±SD = Total score mean ± Standard deviation Hand hygiene was identified by 42.9% of nursing students as the most effective method for preventing HAIs, followed by sterilization (28.7%), and asepsis/antisepsis (16.7%). It was determined that 77.1% of the students received training on hand hygiene. Additionally, 82.5% of the students reported that disposable paper towels were the most effective method for drying hands. Among students, 36.3% reported performing hand hygiene 9–12 times, 23.8% 13–17 times daily, and 59.6% using general liquid soap and water in their daily lives. After hand hygiene, 72.9% of students confirmed they always dried their hands. 13.8% of students reported having a dermatological issue on their hands. As barriers to hand hygiene, 36.6% of the students stated that there was not enough hand hygiene equipment, and 19.7% stated that the sinks were dirty (Table 2 ). Table 2 Nursing students' opinions about hand hygiene (n = 240) Number % The most effective way to prevent the transmission of infection in the hospital Using gloves Hand hygiene Sterilization Isolation Asepsis-antisepsis Disinfection Other 14 103 69 8 40 3 3 5.8 42.9 28.7 3.3 16.7 1.3 1.3 The best method for drying hands Hand dryer Disposable paper towel Personal towel Common towel A clean sheet of paper 22 198 15 0 5 9.2 82.5 6.3 0 2.1 Receiving training on hand hygiene Yes No 185 55 77.1 22.9 Need for hand hygiene training Yes No 58 182 24.2 75.8 Hand hygiene equipments in daily life Only water Shared bar soap and water My own bar of soap and water Water and general liquid soap Water and my own liquid soap Alcohol-based hand antiseptic Alcohol 0 18 21 143 55 0 3 0 7.5 8.8 59.6 22.9 0 1.3 Daily hand hygiene frequency 1–4 times a day 5–8 times a day 9–12 times a day 13–17 times a day 18–30 times a day 15 59 87 57 22 6.3 24.6 36.3 23.8 9.2 Drying hands after washing Yes, definitely Occasionally No 175 65 0 72.9 27.1 0 Presence of dermatological problems on hands Yes No 33 207 13.8 86.3 Barriers to hand hygiene No barriers Dirty sinks Lack of sinks/ faulty faucets Lack of hand hygiene equipment (soap, paper towels, etc.) Lack of time 76 47 22 87 6 31.9 19.7 9.2 36.6 2.5 Mean scores of the SAHBTPB The mean score of the participating nursing students on the scale was 147.5 ± 14.0 (min-max: 94–176). The mean score was 45.5 ± 4.5 for the subscale “beliefs about the consequences of hand hygiene” and 23.4 ± 1.9 for the subscale “knowledge” (Table 3 ). Table 3 Nursing students' mean scores on the scale and its subscales Subscales Number of items X̅ ± SD Distribution range Lowest-Highest scores Cronbach Alpha Coefficient Beliefs about the consequences of hand hygiene 14 45.5 ± 4.5 14–56 31.00–56.00 0.75 Subjective norm 1 3.3 ± 0.6 1–4 1.00–4.00 n/a Normative beliefs 6 20.8 ± 3.0 6–24 12.00–24.00 0.94 Control beliefs 5 16.2 ± 2.4 5–20 8.00–20.00 0.79 Perceived control 2 5.9 ± 1.0 2–8 2.00–8.00 0.79 Attitude 6 20.0 ± 2.6 6–30 13.00–24.00 0.71 Intention 4 12.1 ± 2.5 4–16 4.00–16.00 0.82 Knowledge 8 23.4 ± 1.9 8–24 11.00–24.00 0.85 Total 46 147 ± 14.0 46–176 94.00-176.00 0.93 X̅ ±SD = Total score mean ± Standard deviation, n/a = Not assessed When examining the mean scores based on the items on the scale, the statement \"If I regularly follow hand hygiene procedures at the hospital, my hands may dry out and my skin may become irritated’’ received the lowest mean score of 2.60 ± 0.75. The item with the highest mean score, at 3.64 ± 0.53, was the statement \"If I follow the hand hygiene procedure regularly in the hospital, I feel relieved\" was 3.64 ± 0.53. Our results indicated that there was a significant positive correlation between the total mean scores of the scale and the intention subscale mean scores (r = 0.702, p < 0.000). The intention subscale demonstrated a significant positive relationship with subjective norm (r = 0.298, p < 0.000), perceived behavioral control (r = 0.487, p < 0.000), and attitude (r = 0.485, p < 0.000) subscale mean scores. Additionally, it exhibited showed a positive and significant relationship with beliefs about the outcomes of hand hygiene (r = 0.447, p < 0.000), normative beliefs (r = 0.401, p < 0.000), and control beliefs (r = 0.620, p < 0.000). However, no significant relationship was observed between intention and knowledge subscale mean scores (r = 0.108, p > 0.05). A positive, high, and significant correlation was identified between the students' total scale mean scores and all subscales mean scores ( p < 0.000) (Table 4 ). Table 4 Correlation analysis of students' demographic characteristics with the total scores of the scale and subscales Total score 1 2 3 4 5 6 7 8 Item X̅ ± SD Cronbach Alpha Coefficient SAHBTPB and subscales SAHBTPB total scores Correlation Coefficient 1.000 46 147.5 ± 14.0 0.93 Sig. (2-tailed) . 1. Beliefs about the consequences of hand hygiene Correlation Coefficient .856 ** 1.000 14 45.5 ± 4.5 0.75 Sig. (2-tailed) .000 . 2. Subjective norm Correlation Coefficient .646 ** .550 ** 1.000 1 3.3 ± 0.6 n/a Sig. (2-tailed) .000 .000 . 3. Normative beliefs Correlation Coefficient .773 ** .613 ** .662 ** 1.000 6 20.8 ± 3.0 0.94 Sig. (2-tailed) .000 .000 .000 . 4. Control beliefs Correlation Coefficient .824 ** .625 ** .536 ** .612 ** 1.000 5 16.2 ± 2.4 0.79 Sig. (2-tailed) .000 .000 .000 .000 . 5. Perceived control Correlation Coefficient .561 ** .400 ** .393 ** .325 ** .505 ** 1.000 2 5.9 ± 1.0 0.79 Sig. (2-tailed) .000 .000 .000 .000 .000 . 6. Attitude Correlation Coefficient .791 ** .588 ** .459 ** .535 ** .597 ** .411 ** 1.000 6 20.0 ± 2.6 0.71 Sig. (2-tailed) .000 .000 .000 .000 .000 .000 . 7. Intention Correlation Coefficient .702 ** .477 ** .298 ** .401 ** .620 ** .487 ** .485 ** 1.000 4 12.1 ± 2.5 0.82 Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 . 8. Knowledge Correlation Coefficient .281 ** .197 ** .088 .179 ** .062 .127 * .255 ** .108 1.000 8 23.4 ± 1.9 0.85 Sig. (2-tailed) .000 .002 .173 .005 .336 .049 .000 .094 . N 240 240 240 240 240 240 240 240 240 x̅ ±SD = Total score mean ± Standard deviation n/a = Not assessed **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). According to students' gender, hand hygiene scale overall total mean scores ( p = 0.012), beliefs about the consequences of hand hygiene (p = 0.027), subjective norm ( p = .037), attitude ( p = 0.003) and knowledge ( p = 0.000) a statistical difference was detected between the subscale scores. No statistical difference was observed between normative beliefs, control beliefs, perceived control and intention subscale mean scores according to gender. The total scale score and subscale mean scores were higher in women than in men. Only the knowledge subscale mean score was found to be higher in men (Table 5 ). Table 5 SAHBTPB total score and subscale score mean analysis according to students' demographic characteristics Demographic Features Beliefs about the consequences of hand hygiene Subjective norm Normative beliefs Control beliefs Perceived control Attitude Intention Knowledge Total score mean Gender Man Women 44.4 ± 4.5 45.9 ± 4.5 z:-2.205, p < .05 3.1 ± 0.6 3.3 ± 0.6 z:-2.091, p < .05 20.3 ± 3.2 21.1 ± 2.9 z:-1.153, p > .05 15.9 ± 2.3 16.3 ± 2.5 z:-1.153, p > .05 5.9 ± 0.9 6.0 ± 1.1 z:-.890, p > .05 19.1 ± 2.8 20.3 ± 2.5 z:-2.976, p < .05 12.0 ± 2.4 12.2 ± 2.5 z:-.306, p > .05 22.6 ± 3,0 23.7 ± 0.9 z:-3.677, p < .000 143.7 ± 13.0 149.2 ± 13.8 z:-2.520, p < .05 Graduated school Health college High school Associate degree 47.6 ± 2.6 45.4 ± 4.5 45.4 ± 4.7 KW: 1.004, p > .05 3.4 ± 0.8 3.3 ± 0.6 3.5 ± 0.5 KW: 1.485, p > .05 22.0 ± 2.8 20.8 ± 3.0 21.6 ± 2.8 KW: 1.784, p > .05 16.4 ± 1.1 16.2 ± 2.5 16.3 ± 2.1 KW: .078, p > .05 6.4 ± 0.8 5.9 ± 1.0 6.3 ± 0.7 KW: 1.875, p > .05 21.0 ± 2.7 20.0 ± 2.6 19.7 ± 3.1 KW: .613, p > .05 11.2 ± 1.3 12.1 ± 2.5 12.4 ± 1.8 KW: .866, p > .05 23.8 ± 0.4 23.4 ± 1.9 23.6 ± 0.7 KW: .425, p > .05 151.8 ± 8.5 147.4 ± 14.2 149.3 ± 12.1 KW: .564, p > .05 Level of grade First grade Second grade Third grade Fourth grade 43.9 ± 4.5 45.8 ± 4.3 46.0 ± 4.1 47.5 ± 4.2 KW:21.378, p < .000 3.1 ± 0.7 3.3 ± 0.5 3.4 ± 0.5 3.4 ± 0.5 KW:12.056, p < .05 20.0 ± 3.0 21.4 ± 2.9 21.3 ± 2.7 21.4 ± 3.0 KW:9.740, p < .05 15.7 ± 2.4 16.2 ± 2.1 15.5 ± 2.3 17.7 ± 2.4 KW:21.922, p < .000 5.6 ± 1.0 6.0 ± 0.9 5.9 ± 0.8 6.6 ± 0.9 KW:28.885, p < .000 19.2 ± 2.6 20.0 ± 2.6 20.8 ± 2.2 20.6 ± 2.8 KW:12.494, p < .05 12.0 ± 2.3 12.2 ± 2.5 10.7 ± 2.2 13.7 ± 2.5 KW:28.760, p < .000 22.8 ± 2.6 23.9 ± 0.2 23.8 ± 0.4 23.3 ± 1.9 KW:18.887, p < .000 142.5 ± 13.7 149.2 ± 13.1 147.8 ± 12.6 154.6 ± 13.6 KW:21.857, p < .000 Receiving training on hand hygiene Yes No 45.9 ± 4.5 44.0 ± 4.2 z: -2.868, p < .05 3.3 ± 0.5 3.0 ± 0.7 z: -2.592, p < .05 21.0 ± 2.9 20.3 ± 3.2 z: -1.185, p > .05 16.3 ± 2.4 15.6 ± 2.5 z: -1.632, p > .05 6.1 ± 1.0 5.4 ± 1.0 z: -4.095, p < .000 20.2 ± 2.6 19.2 ± 2.6 z: -2.381, p < .05 12.2 ± 2.6 12.0 ± 2.2 z: − .412, p > .05 23.6 ± 1.6 22.8 ± 2.4 z:-3.229, p < .05 148.9 ± 14.1 142.8 ± 12.5 z: -2.891, p < .05 Dermatological problems Yes No 46.3 ± 3.6 45.3 ± 4.6 z: − .985, p > .05 3.3 ± 0.5 3.3 ± 0.6 z: − .541, p > .05 21.7 ± 2.6 20.7 ± 3.0 z: -1.637, p > .05 16.4 ± 2.1 16.1 ± 2.5 z: − .450, p > .05 5.9 ± 0.9 6.0 ± 1.0 z: − .075, p > .05 20.1 ± 2.4 19.9 ± 2.7 z: − .117, p > .05 12.7 ± 2.2 12.0 ± 2.5 z: − .1.288, p > .05 23.5 ± 1.5 23.4 ± 1.9 z:-.350, p > .05 150.2 ± 11.6 147.1 ± 14.3 z: -1.082, p > .05 Z = Mann-Whitney Test, KW = Kruskal Wallis Test A statistical difference was found in the hand hygiene total scale mean scores among nursing students based on their grades ( p = 0.000). Furthermore, concerning grades, significant differences were determined in beliefs about the consequences of hand hygiene ( p = 0.000), subjective norm ( p = 0.007), normative beliefs ( p = 0.021), control beliefs ( p = 0.000), perceived control ( p = 0.000). Significant differences were also identified in attitude ( p = 0.006), intention ( p = 0.000), and knowledge ( p = 0.000) subscale mean scores. Generally, fourth-grade students had higher scale mean scores compared to other grades. However, a statistically significant difference was defined only between the scale mean scores of fourth and first-grade students (p = 0.000) (not shown in the data table). Nursing students who received hand hygiene education showed statistically significant differences in hand hygiene total scale score averages ( p = 0.004), as well as beliefs about the consequences of hand washing ( p = 0.004), subjective norm ( p = 0.010), perceived control ( p = 0.000), attitude ( p = 0.017), and knowledge ( p = 0.001) subscale scores, compared to those who didn't receive training. The scores were higher in students who received training than in those who did not (Table. 5). A significant yet weak correlation was found between the hand hygiene total scale mean scores and subscale mean scores according to the students' daily hand hygiene frequency (p = 0.000). Moreover, there was no statistically significant difference in the total hand hygiene scores and subscale scores between students reporting dermatological problems on their hands and those who did not ( p > 0.05). Discussion Approximately 70% of the students participating in the study were female, and the mean age was around 21. Similarly, in a study conducted by Jeong & Kim (2016) on nursing students with a mean age of around 22.89% are female [ 26 ]. In a study by Zimmerman et al., (2020), almost all (93.7%) of the 225 nursing students were female, and 70% were in the 18–25 age range [ 22 , 26 ]. These studies observe that the sample group mostly consists of female students, and their mean ages were similar. Views and practices regarding hand hygiene Nearly half of the students (42.9%) reported hand hygiene as the most effective method in preventing HAIs. A study examining the knowledge and attitudes of nursing students towards HAIs reported that almost all participants indicated hand hygiene as the most effective method in preventing HAIs [ 33 ]. Similar findings were reported in the study by Zimmerman et al., (2020) [ 22 ]. While three-quarters of the students stated that they received hand hygiene training, 24.2% expressed the need for retraining despite having received education. In a previous study by researchers, half of nursing students reported receiving education on hand hygiene [ 27 ]. In other studies, in the literature, almost all nursing students were reported to have received hand hygiene training [ 26 , 34 – 36 ]. However, it is noteworthy that in this study, some students did not mention receiving training on hand hygiene despite it being included in the curriculum. This situation may be related to the low awareness of students about hand hygiene, individual differences, and forgetting that they have received education on the subject. In clinical practice, students identified barriers to hand hygiene such as lack of materials, dirty, faulty, or insufficient number of sinks. In the literature, barriers to hand hygiene include lack of paper towels or soap, glove usage, heavy workload, lack or absence of role models, time constraints, and skin problems [ 35 , 37 , 38 ]. The barriers to hand hygiene identified in our study generally resemble those mentioned in the literature. Therefore, common action plans should be developed and implemented to address these barriers. Data obtained from the SAHBTPB Despite a low reported rate of students receiving hand hygiene training prior to the implementation of the scale, it was found that students scored significantly high on the hand hygiene behavior scale. This situation may be related to the compulsory teaching of hand hygiene at both theoretical and practical levels in each class. Additionally, the increase in the time spent in clinical settings as the grade level increases, along with increased awareness due to the recent Covid-19 pandemic, may have contributed to this outcome. In the correlation analysis conducted, a positive significant relationship was found between students' overall scale total scores and the total scores of all subscales. Subscales thought to influence intention motivationally were correlated with the intention sub-dimension. Subscales most strongly correlated with intention were perceived behavioral control, perceived control beliefs, and attitude. Among the subscales, it was determined that perceived control beliefs were the sub-dimension most strongly associated with intention. Consistent with our study, O'Boyle et al., (2001) found a positive and significant relationship between the intention sub-dimension and control beliefs. This indicates that students are proficient in controlling factors that hinder hand hygiene. In the study reported also that the theory's variables predicted intention but were insufficient to predict actual behavior [ 9 ]. In a study conducted in the United States, a significant relationship was found between nurses' subjective norms and perceived behavioral control sub-dimensions and their self-reported and observed hand hygiene behaviors [ 28 ]. A study in South Korea reported that when nursing students' perceived control belief subscale scores were high, observed hand hygiene compliance was also higher [ 26 ]. A study conducted in Thailand reported a significant positive relationship between attitude, perceived behavioral control, TPB scale total scores, and observed hand hygiene compliance among nurses and nursing students [ 39 ]. O'Boyle et al., (2001), Sin & Rochelle (2022), and White et al., (2015) stated that in studies conducted with nurses, TPB could predict nurses' self-reported hand hygiene behaviors [ 9 , 29 , 40 ]. In our study, only TPB sub-dimensions were examined, and it is seen that there is a significant relationship between the overall scale total scores and the total scores of all subscales in our findings and other studies. In this context, it is possible to say that the scale is successful in predicting the determinants of hand hygiene behavior in advance. Factors influencing hand hygiene behaviors include gender, role models, habits acquired during childhood, and handwashing facilities [ 31 ]. Sax et al., (2007) stated that demographic characteristics and past experiences contribute to the shaping of beliefs and behaviors related to hand hygiene [ 41 ]. In Kim & Oh's (2015) study, students reported that negative role models observed during clinical practice and gaps in class and field negatively affected hand hygiene behaviors. Students expressed that the practices they experienced in clinical settings were quite different from what they learned in class [ 30 ]. In a study conducted with nursing students in Spain, it was reported that the use of alcohol-based hand sanitizers and knowledge of hand hygiene were significantly higher in female students, and there was a meaningful adherence to hand hygiene [ 42 ]. While Karadağ et al., (2016) indicated that male students had higher scores, our study found that female students had higher scores [ 43 ]. Similar results have been reported in some other studies, suggesting that male students may have weaker performance in hand hygiene compared to their female counterparts [ 31 , 44 , 45 ]. Our study results align with previous findings, and this similarity could be associated with gender roles, the higher awareness of female students regarding the importance of hand hygiene, and the larger number of female students. Hand hygiene compliance can be influenced by factors such as hand hygiene education, participation in campaigns, and existing knowledge [ 17 , 40 , 46 ]. However, in our study, there was no significant relationship between hand hygiene intention and the knowledge subscale scores. Similar findings were reported by Jeong & Kim (2013) and Yoon & Kim (2013), stating that hand hygiene knowledge does not necessarily impact actual hand hygiene behavior [ 47 , 48 ]. Jeong & Kim (2013) associated this with the indifference or poor role modeling of administrators and clinical nurses during clinical practices [ 47 ]. In a study by O'Boyle et al., (2001), TPB, including intention, was found to be significantly related to self-reported hand hygiene compliance but not congruent with observed hand hygiene performance [ 9 , 49 ]. Despite having well-structured hand hygiene knowledge, practical variables in our students might be more determinant of hand hygiene intention than theory. In our study, there were statistically significant differences in hand hygiene scale scores among students based on their academic years. Particularly, fourth-grade students had significantly higher scores compared to first-grade students. In a study by Öncü et al., (2019), first-grade students were found to use hand sanitizers more than fourth-grade students [ 35 ], and Amin et al., (2013) discovered that medical students, despite having high knowledge levels, did not adhere to hand hygiene rules [ 50 ]. In our study, the increase in theoretical and practical courses with higher academic years might have contributed to this difference. Additionally, the longer clinical experiences and providing care in high-risk infection areas during internship for fourth-grade students could have increased their hand hygiene knowledge and awareness. In conclusion, it is considered that practice-related variables play a more dominant role than knowledge in increasing hand hygiene compliance. Therefore, it is crucial for mentor teachers, clinicians, and nurse managers to collaborate in eliminating practice-related negative factors. Limitations and future direction Our study has some limitations. Firstly, the information regarding the hand hygiene practices of student nurses relies on their self-reports, restricting the results to the responses of this particular student group. Additionally, the lack of observation of students' hand hygiene compliance in clinical settings and the limitation to nursing students from only one university are other constraints. The inability to assess the impact of geographical and educational environment differences on the hand hygiene behavior of nursing students is another limitation. Therefore, it is recommended that future research incorporates studies with broader and more diverse sample groups, combining self-report and observational methods. Conclusion and recommendations Despite the awareness of the importance of hand hygiene, there are still unknown psychosocial factors that motivate healthcare professionals to perform hand hygiene behavior. In this study using the TPB, the intentions of nursing students towards hand hygiene have been acknowledged as a determining factor in behavior. Therefore, efforts have been made to identify factors influencing the intention that determines hand hygiene behavior. Analysis of the data obtained from the students' responses revealed that gender, grade level, and receiving education on hand hygiene had a positive and direct impact on the total score obtained from the scale. Before nursing candidates start their professional careers, applying behavioral theories to instill hand hygiene behavior is recommended. Recognizing that factors such as knowledge, beliefs, and attitudes influence hand hygiene behavior, identifying problems related to these factors, and planning and organizing educational interventions targeting these problems during education are believed to significantly improve learning outcomes. Additionally, supportive hand hygiene areas should be established in clinical training settings to ensure correct application of hand hygiene techniques and enhance compliance. Declarations Grant Support& Financial Disclosures None Acknowledgements The authors would like to thank to the all-volunteer students in nursing department of the Faculty of Health Sciences. Supplementary Information Not applicable. Author contributions The listed authors meet the criteria for authorship and agree with the content of the manuscript. Study design: GBM, Data collection: GBM, EK, Data analysis: GBM, Manuscript writing: GBM, EK. All authors supervised critically reviewed the manuscript and checked spelling and grammar. All the authors read and approved the final manuscript. Funding Not Applicable. Availability of data and materials Not Applicable. Ethics approval and consent to participate The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board at the Izmir Demokrasi University (Approval date and no. 2021/3-11). Informed consent was obtained from all study participants. Consent for publication Not applicable. Competing interests The authors declare no competing interests. Author details 1* PhD, Assistant professor, Elderly Care Program, Vocational School of Health Services, Izmir Demokrasi University, Izmir, Turkey. 2 PhD, Associate professor, Faculty of Health Sciences, Department of Fundamentals of Nursing, Izmir Demokrasi University, Izmir, Turkey. Conflict of interest The authors declare that there is no conflict of interest. Ethical Considerations Non-Interventional Clinical Studies Ethics Committee of Health Sciences University Tepecik Training and Research Hospital (Approval date / no. 2021/3-11) approved the proposal. 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Nurse Educ Today. 2017;52:57-62. https://doi.org/10.1016/j.nedt.2017.02.015 Öncü E, Vayısoğlu SK, Lafcı D, Yıldız E. An evaluation of the effectiveness of nursing students' hand hygiene compliance: A cross-sectional study. Nurse Educ Today. 2018;65:218-224. https://doi.org/10.1016/j.nedt.2018.02.02 Foote A, El-Masri M. Self-perceived hand hygiene practices among undergraduate nursing students. J Res Nurs. 2016;21(1): 8-19. https://doi.org/10.1177/1744987115606959 Labrague LJ, McEnroe‐Petitte DM, Van de Mortel T, Nasirudeen AMA. A systematic review on hand hygiene knowledge and compliance in student nurses. Int Nurs Rev. 2018;65(3):336-348. https://doi.org/10.1111/inr.12410 Eiamsitrakoon T, Apisarnthanarak A, Nuallaong W, Khawcharoenporn T, Mundy LM. Hand hygiene behavior: translating behavioral research into infection control practice. Infect Control Hosp. 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Cukurova Med J. 2016;41(2):271-284. https://doi.org/10.17826/cutf.206317 Elkhawaga G, El-Masry R. Knowledge, beliefs and self-reported practices of hand hygiene among egyptian medical students: Does gender difference play a role? JPHDC. 2017;3(2):418–425. https://www.semanticscholar.org/paper/Knowledge%2C-Beliefs-and-Self-reported-Practices-of-a-El-khawaga-El-Masry/aa164c84068fb71b36f7f9301e1610292d68fb24 Škodová M, Gimeno-Benítez A, Martínez-Redondo, Morán-Cortés JF, Jiménez-Romano R, Gimeno-Ortiz A. Hand hygiene technique quality evaluation in nursing and medicine students of two academic courses. Rev Lat Am Enfermagem 2015;23(4):708-717. https://doi.org/10.1590/0104-1169.0459.2607 Barrett R, Randle J. Hand hygiene practices: Nursing students’ perceptions. J Clin Nurs. 2008;17(14):1851-1857. https://doi.org/10.1111/j.1365-2702.2007.02215.x Jeong SY, Kim OS. Knowledge and beliefs about hand hygiene among hospital nurses. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-3981739\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":276576767,\"identity\":\"22941fe6-e81d-40f1-bbce-cc4b6b163b4d\",\"order_by\":0,\"name\":\"Gül Bülbül Maraş\",\"email\":\"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABB0lEQVRIiWNgGAWjYFAC5gZmBgaLBAZ2CFeOjSEBSLHh08II0iKRwMAM4RrDtfAQqyWxgZAW+YjEBubCNok8g8PciZ8raurS+9hzDBg+lB1msJc+gFWL4Q2glpltEsUGh3k3S545dji3jeeNAeOMc4cZePgSsGuZAdTC2yaRuOEw7wbJBrYDuW0SOQZAEaAWHC5D1rL5Z8O/unQ2kJa/eLTISyC0bJNsbGNOAGthxKPFgOdhw+EZ5ySKJYFaLBv7Dhu28TwrONhzLp2H5wwOW9qTDz4uKLPJ4zveu/lmw7c6eaDIxgc/yqzl2Htw2HKAgeEAhihIBGdMyjfgkhkFo2AUjIJRAAMAazhZI3atCb8AAAAASUVORK5CYII=\",\"orcid\":\"\",\"institution\":\"İzmir Demokrasi University\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Gül\",\"middleName\":\"Bülbül\",\"lastName\":\"Maraş\",\"suffix\":\"\"},{\"id\":276576770,\"identity\":\"e0bb216e-4496-4fd3-a31d-0048837a3366\",\"order_by\":1,\"name\":\"Elem Kocaçal\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"İzmir Demokrasi University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Elem\",\"middleName\":\"\",\"lastName\":\"Kocaçal\",\"suffix\":\"\"}],\"badges\":[],\"createdAt\":\"2024-02-23 12:10:08\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-3981739/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-3981739/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":52095388,\"identity\":\"705b69e4-aecc-4cde-91b9-0c6f9334ad34\",\"added_by\":\"auto\",\"created_at\":\"2024-03-06 15:44:08\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":765590,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-3981739/v1/6dc6520d-7d7c-4234-b56a-6d2c6a40b6ad.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Exploring Determinants of Hand Hygiene among Nursing Students: A Theory of Planned Behavior Approach\",\"fulltext\":[{\"header\":\"Background\",\"content\":\"\\u003cp\\u003eHealthcare-associated infections (HAIs) reduce the quality of care, puts patient safety at risk, and increase costs. Almost 30\\u0026ndash;50% of HAIs can be prevented with hand hygiene [\\u003cspan additionalcitationids=\\\"CR2\\\" citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e]. Therefore, strategies for keeping hands clean are extremely crucial for safe healthcare delivery in healthcare institutions [\\u003cspan additionalcitationids=\\\"CR2 CR3\\\" citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e]. The World Health Organization (WHO) guidelines clearly emphasize the significance of hand hygiene and provide instructions on proper handwashing with soap and water or using hand antiseptic [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e]. Although hand hygiene may appear a simple and easy procedure, hand hygiene compliance rates among healthcare professionals in healthcare institutions are still far from the desired levels [\\u003cspan additionalcitationids=\\\"CR5 CR6\\\" citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e]. Hence, a series of initiatives and global campaigns are being conducted to improve adherence to hand hygiene practices [\\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eBehavioral theories have been widely employed to investigate various health-related behaviors. Among the various theories employed, The Theory of Planned Behavior (TPB) is one of the most common theories used to investigate individual behaviors. It has been also utilized to anticipate hand hygiene behaviors in high-risk populations like food handlers and healthcare workers [\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e]. The TPB was proposed by Icek Ajzen (1991) and explains the motivation behind intentional behaviors [\\u003cspan additionalcitationids=\\\"CR12\\\" citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e11\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e]. The theory assumes that the primary determinant of intentional behaviors, such as hand hygiene, is the intention to perform the behavior. Intention is considered the precursor of behavior, and the stronger the intention, the more likely the behavior is assumed to be [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. Intention is determined by attitude, subjective norm, and perceived behavioral control [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e]. Attitude represents beliefs about the consequences of a behavior and their positive or negative evaluation. Subjective norm indicates the influence of significant others outside the institution on an individual's hand hygiene behavior. It also represents the perceived social pressure towards the behavior. Perceived behavioral control reflects beliefs about access to resources and opportunities required to perform a behavior [\\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e15\\u003c/span\\u003e]. The TPB suggests that the intention is influenced by indirect predictors named behavioral, normative, and control beliefs. Beliefs about the outcomes of behavior are based on perceiving the advantages and disadvantages of performing a specific behavior [\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e]. Normative beliefs express the personal probability of whether an individual wants or does not want a given behavior in relation to a specific normative referent. In other words, it refers to the perception of the expectations of normative individuals within the institution regarding the individual's performance of behavior. Control beliefs are related to various factors (time, cost, available infrastructure, etc.) that facilitate or hinder a behavior [\\u003cspan citationid=\\\"CR14\\\" class=\\\"CitationRef\\\"\\u003e14\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e16\\u003c/span\\u003e]. In general, intention of an individual to engage in a specific behavior is expected to be stronger when they have more positive attitudes and subjective norms, and a higher level of perceived control over the behavior. According to the theory, attitudes determine intention, and intention, in turn, is a determinant of behavior [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eNursing students are regarded as future healthcare professionals during their education. Their direct contact with patients in clinical practice settings during treatment and care may increase the risk of cross-contamination [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e]. Integrating theory and practice is a crucial way to learn effective hand hygiene practices during nursing education [\\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]. Even when students have demonstrated sufficient theoretical and practical knowledge, they may appear unwilling or unable to apply what they know in clinical settings [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e]. Hand hygiene compliance is a complex behavior and is affected by many factors such as workload, lack of role models, lack of equipment or information, overconfidence in one's own abilities [\\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e21\\u003c/span\\u003e]. Studies on nursing students' hand hygiene practices have shown that compliance is influenced by individual characteristics like attitude, perception, belief, and knowledge, along with external factors such as the hand hygiene behaviors of healthcare professionals in clinical settings [\\u003cspan additionalcitationids=\\\"CR23 CR24 CR25\\\" citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e]. Understanding the factors influencing nursing students' hand hygiene practices will guide future research, clinical applications, and the development of education strategies. There are many studies in the literature that have assessed nurses' hand hygiene behavior using the TPB [\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e27\\u003c/span\\u003e]. But there is a limited number of studies examining the hand hygiene behavior of nursing students in terms of the TPB [\\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e29\\u003c/span\\u003e].\\u003c/p\\u003e\"},{\"header\":\"Methods\",\"content\":\"\\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eAim\\u003c/h2\\u003e \\u003cp\\u003eThe objective of this study was to examine the hand hygiene behavior of nursing students at a university's faculty of health sciences and affecting factors using the SAHBTPB. Our study is the first study in Turkey where the TPB was used to determine hand hygiene behavior and affecting factors.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eSetting and Sample\\u003c/h2\\u003e \\u003cp\\u003eThis descriptive and cross-sectional study took place in the nursing department, faculty of health sciences at a state university in Western Turkey. The study was conducted during the spring semester of the 2021\\u0026ndash;2022 academic year.\\u003c/p\\u003e \\u003cp\\u003eThe population consisted of a total of 321 nursing students studying in the first, second, third, and fourth grades. No sampling method was employed since the study aimed to encompass the entire population. 36 nursing students were absent or received medical reports, 24 students refused to participate in the study, and 21 students were excluded due to incomplete data collection forms. Volunteer students with no communication problems formed the study sample. The exact sample size was determined by using the G-Power 3.1.9.2 software package. According to the power analysis results, the required sample size for the study, with an effect size of 0.40 and epsilon of 1 for the analysis of variance in repeated measures, to achieve a 95% test power at a 95% confidence level, was determined to be a minimum of 230 individuals. In total, the study included 240 students, resulting in a participation rate of 74.76%.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec5\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData collection tools\\u003c/h2\\u003e \\u003cp\\u003eData were collected using the \\\"Students Identification Form\\\" and the SAHBTPB. The form developed by researchers in line with the comprehensive literature consists of 15 questions such as age, gender, graduation level, hand hygiene training status, frequency of performing hand hygiene, and the presence of a dermatological problem in the hand [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR15\\\" class=\\\"CitationRef\\\"\\u003e15\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e30\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eSAHBTPB was developed by Maraş (2007) [\\u003cspan additionalcitationids=\\\"CR18\\\" citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e]. The scale was developed to determine the motivational factors (attitude, belief) and knowledge of healthcare professionals affecting hand hygiene behavior. The scale was suggested to use in health care professionals and students. The scale consists of 46 items and eight sub-dimensions: Beliefs about the consequences of hand hygiene, subjective norm, normative beliefs, control beliefs, perceived control, attitude, intention and knowledge. The first seven subscales of the scale are Likert type and have four categories. The four-point Likert scale is \\u0026ldquo;Strongly agree\\u0026rdquo; 4 points, \\u0026ldquo;agree\\u0026rdquo; 3 points, \\u0026ldquo;disagree\\u0026rdquo; 2 points, \\u0026ldquo;Strongly disagree\\u0026rdquo; 1 point. The \\u0026ldquo;knowledge\\u0026rdquo; sub-dimension is evaluated as yes (3), I don't know (2), and no (1). The 8th, 9th, 10th, 11th, 12th, 31st, 33rd, 34th items in the scale are negative items. The scores of these items were reverse coded. The lowest score achievable from the scale is 46 and the highest score is 176. A high score indicates a positive and strong motivation for hand hygiene behavior [\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e]. In Maraş's (2007) study, the overall Cronbach's alpha coefficient of the scale was found to be 0.79 and the total item correlation coefficient was 0.88 [\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e]. In this study, the overall Cronbach's alpha coefficient of the scale was found to be 0.93.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec6\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData collection\\u003c/h2\\u003e \\u003cp\\u003eAfter a verbal explanation of the study goals, informed consent form was obtained from the students who agreed to participate in the study. Students filled out the data collection forms under the supervision of the researchers. Data collection was carried out in the classroom at the same time to prevent interaction among the students. The completion of the forms took approximately 10 minutes.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec7\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData analysis\\u003c/h2\\u003e \\u003cp\\u003eStatistical Package for Social Science (SPSS) 21.0 package program was used for the data analysis. The adequacy of the sample size was calculated using Power Analysis. Descriptive statistics are shown with mean, standard deviation, minimum and maximum values, and data for categorical variables are shown with frequency and percentage. The normality of the data distribution was evaluated with the Shapiro-Wilk test. Non-parametric analyzes such as Chi-square test, Correlation analysis, Mann-Whitney U test and Kruskal-Wallis test were used in the statistical analyses. \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05 was accepted as the significance level.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eEthical considerations\\u003c/h2\\u003e \\u003cp\\u003e While ethical approval was received from the Non-Interventional Clinical Research Ethics Committee of the Health Science University to conduct the study (Approval date and no. 2021/3\\u0026ndash;11). The study was conducted in accordance with the principles of the Declaration of Helsinki. The participants were informed of the study's goal and given the assurance that their nonparticipation or withdrawal would not affect them negatively. Written consent was obtained from all participants.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Results\",\"content\":\"\\u003cdiv id=\\\"Sec10\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eCharacteristics of students\\u003c/h2\\u003e \\u003cp\\u003eThe mean age of the students was 20.59\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.59 years (min: 18, max: 30), and 69.9% were woman. Of the students, 36.7% were first-grade, 26.7% were second-grade, 17.5% were third grade, and 19.2% were fourth-grade students (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eCharacteristics of the nursing students (n\\u0026thinsp;=\\u0026thinsp;240)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eFeatures\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eX̅ \\u003cem\\u003e\\u0026plusmn;\\u003c/em\\u003e SD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAge\\u003c/p\\u003e \\u003cp\\u003eMean\\u003c/p\\u003e \\u003cp\\u003eMinimum\\u003c/p\\u003e \\u003cp\\u003eMaximum\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e20.59\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.59\\u003c/p\\u003e \\u003cp\\u003e18\\u003c/p\\u003e \\u003cp\\u003e30\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNumber\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e%\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eGender\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eWoman\\u003c/p\\u003e \\u003cp\\u003eMale\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e167\\u003c/p\\u003e \\u003cp\\u003e73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e69.9\\u003c/p\\u003e \\u003cp\\u003e30.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eMarital status\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eSingle\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e100\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eGraduated school\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eHealth college\\u003c/p\\u003e \\u003cp\\u003eHigh school\\u003c/p\\u003e \\u003cp\\u003eAssociate degree\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003cp\\u003e226\\u003c/p\\u003e \\u003cp\\u003e9\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e2.1\\u003c/p\\u003e \\u003cp\\u003e94.2\\u003c/p\\u003e \\u003cp\\u003e3.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eLevel of Grade\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eFirst grade\\u003c/p\\u003e \\u003cp\\u003eSecond grade\\u003c/p\\u003e \\u003cp\\u003eThird grade\\u003c/p\\u003e \\u003cp\\u003eFourth grade\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e88\\u003c/p\\u003e \\u003cp\\u003e64\\u003c/p\\u003e \\u003cp\\u003e42\\u003c/p\\u003e \\u003cp\\u003e46\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e36.7\\u003c/p\\u003e \\u003cp\\u003e26.7\\u003c/p\\u003e \\u003cp\\u003e17.5\\u003c/p\\u003e \\u003cp\\u003e19.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"3\\\"\\u003eX̅ \\u0026plusmn;SD\\u0026thinsp;=\\u0026thinsp;Total score mean\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;Standard deviation\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eHand hygiene was identified by 42.9% of nursing students as the most effective method for preventing HAIs, followed by sterilization (28.7%), and asepsis/antisepsis (16.7%). It was determined that 77.1% of the students received training on hand hygiene. Additionally, 82.5% of the students reported that disposable paper towels were the most effective method for drying hands. Among students, 36.3% reported performing hand hygiene 9\\u0026ndash;12 times, 23.8% 13\\u0026ndash;17 times daily, and 59.6% using general liquid soap and water in their daily lives. After hand hygiene, 72.9% of students confirmed they always dried their hands. 13.8% of students reported having a dermatological issue on their hands. As barriers to hand hygiene, 36.6% of the students stated that there was not enough hand hygiene equipment, and 19.7% stated that the sinks were dirty (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eNursing students' opinions about hand hygiene (n\\u0026thinsp;=\\u0026thinsp;240)\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"3\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNumber\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e%\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003eThe most effective way to prevent the transmission of infection in the hospital\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eUsing gloves\\u003c/p\\u003e \\u003cp\\u003eHand hygiene\\u003c/p\\u003e \\u003cp\\u003eSterilization\\u003c/p\\u003e \\u003cp\\u003eIsolation\\u003c/p\\u003e \\u003cp\\u003eAsepsis-antisepsis\\u003c/p\\u003e \\u003cp\\u003eDisinfection\\u003c/p\\u003e \\u003cp\\u003eOther\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e14\\u003c/p\\u003e \\u003cp\\u003e103\\u003c/p\\u003e \\u003cp\\u003e69\\u003c/p\\u003e \\u003cp\\u003e8\\u003c/p\\u003e \\u003cp\\u003e40\\u003c/p\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e5.8\\u003c/p\\u003e \\u003cp\\u003e42.9\\u003c/p\\u003e \\u003cp\\u003e28.7\\u003c/p\\u003e \\u003cp\\u003e3.3\\u003c/p\\u003e \\u003cp\\u003e16.7\\u003c/p\\u003e \\u003cp\\u003e1.3\\u003c/p\\u003e \\u003cp\\u003e1.3\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eThe best method for drying hands\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eHand dryer\\u003c/p\\u003e \\u003cp\\u003eDisposable paper towel\\u003c/p\\u003e \\u003cp\\u003ePersonal towel\\u003c/p\\u003e \\u003cp\\u003eCommon towel\\u003c/p\\u003e \\u003cp\\u003eA clean sheet of paper\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e22\\u003c/p\\u003e \\u003cp\\u003e198\\u003c/p\\u003e \\u003cp\\u003e15\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e9.2\\u003c/p\\u003e \\u003cp\\u003e82.5\\u003c/p\\u003e \\u003cp\\u003e6.3\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e2.1\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eReceiving training on hand hygiene\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eYes\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e185\\u003c/p\\u003e \\u003cp\\u003e55\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e77.1\\u003c/p\\u003e \\u003cp\\u003e22.9\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eNeed for hand hygiene training\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eYes\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e58\\u003c/p\\u003e \\u003cp\\u003e182\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e24.2\\u003c/p\\u003e \\u003cp\\u003e75.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eHand hygiene equipments in daily life\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOnly water\\u003c/p\\u003e \\u003cp\\u003eShared bar soap and water\\u003c/p\\u003e \\u003cp\\u003eMy own bar of soap and water\\u003c/p\\u003e \\u003cp\\u003eWater and general liquid soap\\u003c/p\\u003e \\u003cp\\u003eWater and my own liquid soap\\u003c/p\\u003e \\u003cp\\u003eAlcohol-based hand antiseptic\\u003c/p\\u003e \\u003cp\\u003eAlcohol\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e18\\u003c/p\\u003e \\u003cp\\u003e21\\u003c/p\\u003e \\u003cp\\u003e143\\u003c/p\\u003e \\u003cp\\u003e55\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e7.5\\u003c/p\\u003e \\u003cp\\u003e8.8\\u003c/p\\u003e \\u003cp\\u003e59.6\\u003c/p\\u003e \\u003cp\\u003e22.9\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003cp\\u003e1.3\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eDaily hand hygiene frequency\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e1\\u0026ndash;4 times a day\\u003c/p\\u003e \\u003cp\\u003e5\\u0026ndash;8 times a day\\u003c/p\\u003e \\u003cp\\u003e9\\u0026ndash;12 times a day\\u003c/p\\u003e \\u003cp\\u003e13\\u0026ndash;17 times a day\\u003c/p\\u003e \\u003cp\\u003e18\\u0026ndash;30 times a day\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e15\\u003c/p\\u003e \\u003cp\\u003e59\\u003c/p\\u003e \\u003cp\\u003e87\\u003c/p\\u003e \\u003cp\\u003e57\\u003c/p\\u003e \\u003cp\\u003e22\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e6.3\\u003c/p\\u003e \\u003cp\\u003e24.6\\u003c/p\\u003e \\u003cp\\u003e36.3\\u003c/p\\u003e \\u003cp\\u003e23.8\\u003c/p\\u003e \\u003cp\\u003e9.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eDrying hands after washing\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eYes, definitely\\u003c/p\\u003e \\u003cp\\u003eOccasionally\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e175\\u003c/p\\u003e \\u003cp\\u003e65\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e72.9\\u003c/p\\u003e \\u003cp\\u003e27.1\\u003c/p\\u003e \\u003cp\\u003e0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003ePresence of dermatological problems on hands\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eYes\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e33\\u003c/p\\u003e \\u003cp\\u003e207\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e13.8\\u003c/p\\u003e \\u003cp\\u003e86.3\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eBarriers to hand hygiene\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eNo barriers\\u003c/p\\u003e \\u003cp\\u003eDirty sinks\\u003c/p\\u003e \\u003cp\\u003eLack of sinks/ faulty faucets\\u003c/p\\u003e \\u003cp\\u003eLack of hand hygiene equipment (soap, paper towels, etc.)\\u003c/p\\u003e \\u003cp\\u003eLack of time\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e76\\u003c/p\\u003e \\u003cp\\u003e47\\u003c/p\\u003e \\u003cp\\u003e22\\u003c/p\\u003e \\u003cp\\u003e87\\u003c/p\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e31.9\\u003c/p\\u003e \\u003cp\\u003e19.7\\u003c/p\\u003e \\u003cp\\u003e9.2\\u003c/p\\u003e \\u003cp\\u003e36.6\\u003c/p\\u003e \\u003cp\\u003e2.5\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eMean scores of the SAHBTPB\\u003c/h2\\u003e \\u003cp\\u003eThe mean score of the participating nursing students on the scale was 147.5\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;14.0 (min-max: 94\\u0026ndash;176). The mean score was 45.5\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;4.5 for the subscale \\u0026ldquo;beliefs about the consequences of hand hygiene\\u0026rdquo; and 23.4\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.9 for the subscale \\u0026ldquo;knowledge\\u0026rdquo; (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eNursing students' mean scores on the scale and its subscales\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"6\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSubscales\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eNumber of items\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eX̅ \\u003cem\\u003e\\u0026plusmn; SD\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eDistribution range\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eLowest-Highest scores\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eCronbach Alpha Coefficient\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eBeliefs about the consequences of hand hygiene\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e14\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e45.5\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;4.5\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e14\\u0026ndash;56\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e31.00\\u0026ndash;56.00\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.75\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eSubjective norm\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e3.3\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;0.6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1\\u0026ndash;4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.00\\u0026ndash;4.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003en/a\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eNormative beliefs\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e20.8\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;3.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e6\\u0026ndash;24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e12.00\\u0026ndash;24.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.94\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eControl beliefs\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e16.2\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e5\\u0026ndash;20\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e8.00\\u0026ndash;20.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003ePerceived control\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e5.9\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e2\\u0026ndash;8\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e2.00\\u0026ndash;8.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eAttitude\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e20.0\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e6\\u0026ndash;30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e13.00\\u0026ndash;24.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.71\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eIntention\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e12.1\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4\\u0026ndash;16\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e4.00\\u0026ndash;16.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.82\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eKnowledge\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e8\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e23.4\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.9\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e8\\u0026ndash;24\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e11.00\\u0026ndash;24.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.85\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eTotal\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e46\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e147\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;14.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e46\\u0026ndash;176\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e94.00-176.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.93\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"6\\\"\\u003eX̅ \\u0026plusmn;SD\\u0026thinsp;=\\u0026thinsp;Total score mean\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;Standard deviation, n/a\\u0026thinsp;=\\u0026thinsp;Not assessed\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eWhen examining the mean scores based on the items on the scale, the statement \\\"If I regularly follow hand hygiene procedures at the hospital, my hands may dry out and my skin may become irritated\\u0026rsquo;\\u0026rsquo; received the lowest mean score of 2.60\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;0.75. The item with the highest mean score, at 3.64\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;0.53, was the statement \\\"If I follow the hand hygiene procedure regularly in the hospital, I feel relieved\\\" was 3.64\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;0.53.\\u003c/p\\u003e \\u003cp\\u003eOur results indicated that there was a significant positive correlation between the total mean scores of the scale and the intention subscale mean scores (r\\u0026thinsp;=\\u0026thinsp;0.702, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000). The intention subscale demonstrated a significant positive relationship with subjective norm (r\\u0026thinsp;=\\u0026thinsp;0.298, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000), perceived behavioral control (r\\u0026thinsp;=\\u0026thinsp;0.487, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000), and attitude (r\\u0026thinsp;=\\u0026thinsp;0.485, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000) subscale mean scores. Additionally, it exhibited showed a positive and significant relationship with beliefs about the outcomes of hand hygiene (r\\u0026thinsp;=\\u0026thinsp;0.447, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000), normative beliefs (r\\u0026thinsp;=\\u0026thinsp;0.401, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000), and control beliefs (r\\u0026thinsp;=\\u0026thinsp;0.620, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000). However, no significant relationship was observed between intention and knowledge subscale mean scores (r\\u0026thinsp;=\\u0026thinsp;0.108, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05). A positive, high, and significant correlation was identified between the students' total scale mean scores and all subscales mean scores (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.000) (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eCorrelation analysis of students' demographic characteristics with the total scores of the scale and subscales\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"15\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c11\\\" colnum=\\\"11\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c12\\\" colnum=\\\"12\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c13\\\" colnum=\\\"13\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" class=\\\"colspec\\\" colname=\\\"c14\\\" colnum=\\\"14\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c15\\\" colnum=\\\"15\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colspan=\\\"3\\\" nameend=\\\"c3\\\" namest=\\\"c1\\\"\\u003e\\u0026nbsp;\\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eTotal score\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e3\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e7\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e8\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c13\\\"\\u003e \\u003cp\\u003eItem\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c14\\\"\\u003e \\u003cp\\u003eX̅ \\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003eSD\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c15\\\"\\u003e \\u003cp\\u003eCronbach Alpha\\u003c/p\\u003e \\u003cp\\u003eCoefficient\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\" morerows=\\\"18\\\" rowspan=\\\"19\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eSAHBTPB and subscales\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eSAHBTPB total scores\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e46\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e147.5\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;14.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.93\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e1. Beliefs about the consequences of hand hygiene\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.856\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e14\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e45.5\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;4.5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.75\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e2. Subjective norm\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.646\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.550\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e1\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e3.3\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;0.6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003en/a\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e3. Normative beliefs\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.773\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.613\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.662\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e20.8\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;3.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.94\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e4. Control beliefs\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.824\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.625\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.536\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.612\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e16.2\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e5. Perceived control\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.561\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.400\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.393\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.325\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.505\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e5.9\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e6. Attitude\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.791\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.588\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.459\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.535\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.597\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.411\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e20.0\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.71\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e7. Intention\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.702\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.477\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.298\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.401\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.620\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.487\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e.485\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e12.1\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;2.5\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"1\\\" rowspan=\\\"2\\\"\\u003e \\u003cp\\u003e0.82\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e\\u0026nbsp;\\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003e8. Knowledge\\u003c/b\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCorrelation Coefficient\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.281\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.197\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.088\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.179\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.062\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.127\\u003csup\\u003e*\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e.255\\u003csup\\u003e**\\u003c/sup\\u003e\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e.108\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e1.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c13\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e8\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\"\\u0026plusmn;\\\" colname=\\\"c14\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e23.4\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.9\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c15\\\" morerows=\\\"2\\\" rowspan=\\\"3\\\"\\u003e \\u003cp\\u003e0.85\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e.002\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e.173\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e.005\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e.336\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e.049\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e.094\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e.\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eN\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c11\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c12\\\"\\u003e \\u003cp\\u003e240\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"15\\\"\\u003ex̅ \\u0026plusmn;SD\\u0026thinsp;=\\u0026thinsp;Total score mean\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;Standard deviation n/a\\u0026thinsp;=\\u0026thinsp;Not assessed **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eAccording to students' gender, hand hygiene scale overall total mean scores (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.012), beliefs about the consequences of hand hygiene \\u003cem\\u003e(p\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.027), subjective norm (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;.037), attitude (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.003) and knowledge (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000) a statistical difference was detected between the subscale scores. No statistical difference was observed between normative beliefs, control beliefs, perceived control and intention subscale mean scores according to gender. The total scale score and subscale mean scores were higher in women than in men. Only the knowledge subscale mean score was found to be higher in men (Table\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eSAHBTPB total score and subscale score mean analysis according to students' demographic characteristics\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"10\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c8\\\" colnum=\\\"8\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c9\\\" colnum=\\\"9\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c10\\\" colnum=\\\"10\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDemographic\\u003c/p\\u003e \\u003cp\\u003eFeatures\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eBeliefs about the consequences of hand hygiene\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eSubjective norm\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eNormative beliefs\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eControl beliefs\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003ePerceived control\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eAttitude\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eIntention\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eKnowledge\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e\\u003cem\\u003eTotal score mean\\u003c/em\\u003e\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eGender\\u003c/p\\u003e \\u003cp\\u003eMan\\u003c/p\\u003e \\u003cp\\u003eWomen\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e44.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;4.5\\u003c/p\\u003e \\u003cp\\u003e45.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" 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\\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e20.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;3.0\\u003c/p\\u003e \\u003cp\\u003e21.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.9\\u003c/p\\u003e \\u003cp\\u003e21.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.7\\u003c/p\\u003e \\u003cp\\u003e21.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;3.0\\u003c/p\\u003e \\u003cp\\u003eKW:9.740,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e15.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.4\\u003c/p\\u003e \\u003cp\\u003e16.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.1\\u003c/p\\u003e \\u003cp\\u003e15.5\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.3\\u003c/p\\u003e \\u003cp\\u003e17.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.4\\u003c/p\\u003e \\u003cp\\u003eKW:21.922, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e5.6\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.0\\u003c/p\\u003e \\u003cp\\u003e6.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.9\\u003c/p\\u003e \\u003cp\\u003e5.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.8\\u003c/p\\u003e \\u003cp\\u003e6.6\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.9\\u003c/p\\u003e \\u003cp\\u003eKW:28.885,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e19.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e20.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e20.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.2\\u003c/p\\u003e \\u003cp\\u003e20.6\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.8\\u003c/p\\u003e \\u003cp\\u003eKW:12.494, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e12.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.3\\u003c/p\\u003e \\u003cp\\u003e12.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.5\\u003c/p\\u003e \\u003cp\\u003e10.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.2\\u003c/p\\u003e \\u003cp\\u003e13.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.5\\u003c/p\\u003e \\u003cp\\u003eKW:28.760, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e22.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e23.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.2\\u003c/p\\u003e \\u003cp\\u003e23.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.4\\u003c/p\\u003e \\u003cp\\u003e23.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.9\\u003c/p\\u003e \\u003cp\\u003eKW:18.887, \\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e142.5\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;13.7\\u003c/p\\u003e \\u003cp\\u003e149.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;13.1\\u003c/p\\u003e \\u003cp\\u003e147.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;12.6\\u003c/p\\u003e \\u003cp\\u003e154.6\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;13.6\\u003c/p\\u003e \\u003cp\\u003eKW:21.857,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eReceiving training on hand hygiene\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eYes\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e45.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;4.5\\u003c/p\\u003e \\u003cp\\u003e44.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;4.2\\u003c/p\\u003e \\u003cp\\u003ez: -2.868,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e3.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.5\\u003c/p\\u003e \\u003cp\\u003e3.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.7\\u003c/p\\u003e \\u003cp\\u003ez: -2.592,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e21.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.9\\u003c/p\\u003e \\u003cp\\u003e20.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" 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name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.0\\u003c/p\\u003e \\u003cp\\u003e5.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.0\\u003c/p\\u003e \\u003cp\\u003ez: -4.095,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e20.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e19.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003ez: -2.381,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e12.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e12.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.2\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.412,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e23.6\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.6\\u003c/p\\u003e \\u003cp\\u003e22.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.4\\u003c/p\\u003e \\u003cp\\u003ez:-3.229,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e148.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;14.1\\u003c/p\\u003e \\u003cp\\u003e142.8\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;12.5\\u003c/p\\u003e \\u003cp\\u003ez: -2.891,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e\\u003cb\\u003eDermatological problems\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eYes\\u003c/p\\u003e \\u003cp\\u003eNo\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e46.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;3.6\\u003c/p\\u003e \\u003cp\\u003e45.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;4.6\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.985,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e3.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.5\\u003c/p\\u003e \\u003cp\\u003e3.3\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.6\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.541,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e21.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.6\\u003c/p\\u003e \\u003cp\\u003e20.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;3.0\\u003c/p\\u003e \\u003cp\\u003ez: -1.637,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e16.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.1\\u003c/p\\u003e \\u003cp\\u003e16.1\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.5\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.450,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e5.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;0.9\\u003c/p\\u003e \\u003cp\\u003e6.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.0\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.075,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e20.1\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.4\\u003c/p\\u003e \\u003cp\\u003e19.9\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.7\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.117,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c8\\\"\\u003e \\u003cp\\u003e12.7\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.2\\u003c/p\\u003e \\u003cp\\u003e12.0\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;2.5\\u003c/p\\u003e \\u003cp\\u003ez: \\u0026minus;\\u0026thinsp;.1.288,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c9\\\"\\u003e \\u003cp\\u003e23.5\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.5\\u003c/p\\u003e \\u003cp\\u003e23.4\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;1.9\\u003c/p\\u003e \\u003cp\\u003ez:-.350,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c10\\\"\\u003e \\u003cp\\u003e150.2\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;11.6\\u003c/p\\u003e \\u003cp\\u003e147.1\\u0026thinsp;\\u003cspan type=\\\"Underline\\\" class=\\\"Underline\\\" name=\\\"Emphasis\\\"\\u003e\\u0026plusmn;\\u003c/span\\u003e\\u0026thinsp;14.3\\u003c/p\\u003e \\u003cp\\u003ez: -1.082,\\u003c/p\\u003e \\u003cp\\u003e\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;.05\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003ctfoot\\u003e \\u003ctr\\u003e\\u003ctd colspan=\\\"10\\\"\\u003eZ\\u0026thinsp;=\\u0026thinsp;Mann-Whitney Test, KW\\u0026thinsp;=\\u0026thinsp;Kruskal Wallis Test\\u003c/td\\u003e\\u003c/tr\\u003e \\u003c/tfoot\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eA statistical difference was found in the hand hygiene total scale mean scores among nursing students based on their grades (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000). Furthermore, concerning grades, significant differences were determined in beliefs about the consequences of hand hygiene (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000), subjective norm (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.007), normative beliefs (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.021), control beliefs (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000), perceived control (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000). Significant differences were also identified in attitude (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.006), intention (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000), and knowledge (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000) subscale mean scores. Generally, fourth-grade students had higher scale mean scores compared to other grades. However, a statistically significant difference was defined only between the scale mean scores of fourth and first-grade students (p\\u0026thinsp;=\\u0026thinsp;0.000) (not shown in the data table).\\u003c/p\\u003e \\u003cp\\u003eNursing students who received hand hygiene education showed statistically significant differences in hand hygiene total scale score averages (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.004), as well as beliefs about the consequences of hand washing (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.004), subjective norm (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.010), perceived control (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000), attitude (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.017), and knowledge (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.001) subscale scores, compared to those who didn't receive training. The scores were higher in students who received training than in those who did not (Table. 5).\\u003c/p\\u003e \\u003cp\\u003eA significant yet weak correlation was found between the hand hygiene total scale mean scores and subscale mean scores according to the students' daily hand hygiene frequency \\u003cem\\u003e(p\\u003c/em\\u003e\\u0026thinsp;=\\u0026thinsp;0.000). Moreover, there was no statistically significant difference in the total hand hygiene scores and subscale scores between students reporting dermatological problems on their hands and those who did not (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05).\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eApproximately 70% of the students participating in the study were female, and the mean age was around 21. Similarly, in a study conducted by Jeong \\u0026amp; Kim (2016) on nursing students with a mean age of around 22.89% are female [\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e]. In a study by Zimmerman et al., (2020), almost all (93.7%) of the 225 nursing students were female, and 70% were in the 18–25 age range [\\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e]. These studies observe that the sample group mostly consists of female students, and their mean ages were similar.\\u003c/p\\u003e \\u003cdiv id=\\\"Sec13\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eViews and practices regarding hand hygiene\\u003c/h2\\u003e \\u003cp\\u003eNearly half of the students (42.9%) reported hand hygiene as the most effective method in preventing HAIs. A study examining the knowledge and attitudes of nursing students towards HAIs reported that almost all participants indicated hand hygiene as the most effective method in preventing HAIs [\\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e33\\u003c/span\\u003e]. Similar findings were reported in the study by Zimmerman et al., (2020) [\\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eWhile three-quarters of the students stated that they received hand hygiene training, 24.2% expressed the need for retraining despite having received education. In a previous study by researchers, half of nursing students reported receiving education on hand hygiene [\\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e27\\u003c/span\\u003e]. In other studies, in the literature, almost all nursing students were reported to have received hand hygiene training [\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e, \\u003cspan additionalcitationids=\\\"CR35\\\" citationid=\\\"CR34\\\" class=\\\"CitationRef\\\"\\u003e34\\u003c/span\\u003e–\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]. However, it is noteworthy that in this study, some students did not mention receiving training on hand hygiene despite it being included in the curriculum. This situation may be related to the low awareness of students about hand hygiene, individual differences, and forgetting that they have received education on the subject.\\u003c/p\\u003e \\u003cp\\u003eIn clinical practice, students identified barriers to hand hygiene such as lack of materials, dirty, faulty, or insufficient number of sinks. In the literature, barriers to hand hygiene include lack of paper towels or soap, glove usage, heavy workload, lack or absence of role models, time constraints, and skin problems [\\u003cspan citationid=\\\"CR35\\\" class=\\\"CitationRef\\\"\\u003e35\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e37\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR38\\\" class=\\\"CitationRef\\\"\\u003e38\\u003c/span\\u003e]. The barriers to hand hygiene identified in our study generally resemble those mentioned in the literature. Therefore, common action plans should be developed and implemented to address these barriers.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eData obtained from the SAHBTPB\\u003c/h2\\u003e \\u003cp\\u003eDespite a low reported rate of students receiving hand hygiene training prior to the implementation of the scale, it was found that students scored significantly high on the hand hygiene behavior scale. This situation may be related to the compulsory teaching of hand hygiene at both theoretical and practical levels in each class. Additionally, the increase in the time spent in clinical settings as the grade level increases, along with increased awareness due to the recent Covid-19 pandemic, may have contributed to this outcome. In the correlation analysis conducted, a positive significant relationship was found between students' overall scale total scores and the total scores of all subscales. Subscales thought to influence intention motivationally were correlated with the intention sub-dimension. Subscales most strongly correlated with intention were perceived behavioral control, perceived control beliefs, and attitude. Among the subscales, it was determined that perceived control beliefs were the sub-dimension most strongly associated with intention. Consistent with our study, O'Boyle et al., (2001) found a positive and significant relationship between the intention sub-dimension and control beliefs. This indicates that students are proficient in controlling factors that hinder hand hygiene. In the study reported also that the theory's variables predicted intention but were insufficient to predict actual behavior [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. In a study conducted in the United States, a significant relationship was found between nurses' subjective norms and perceived behavioral control sub-dimensions and their self-reported and observed hand hygiene behaviors [\\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e]. A study in South Korea reported that when nursing students' perceived control belief subscale scores were high, observed hand hygiene compliance was also higher [\\u003cspan citationid=\\\"CR26\\\" class=\\\"CitationRef\\\"\\u003e26\\u003c/span\\u003e]. A study conducted in Thailand reported a significant positive relationship between attitude, perceived behavioral control, TPB scale total scores, and observed hand hygiene compliance among nurses and nursing students [\\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e39\\u003c/span\\u003e]. O'Boyle et al., (2001), Sin \\u0026amp; Rochelle (2022), and White et al., (2015) stated that in studies conducted with nurses, TPB could predict nurses' self-reported hand hygiene behaviors [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e29\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e40\\u003c/span\\u003e]. In our study, only TPB sub-dimensions were examined, and it is seen that there is a significant relationship between the overall scale total scores and the total scores of all subscales in our findings and other studies. In this context, it is possible to say that the scale is successful in predicting the determinants of hand hygiene behavior in advance. Factors influencing hand hygiene behaviors include gender, role models, habits acquired during childhood, and handwashing facilities [\\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e31\\u003c/span\\u003e]. Sax et al., (2007) stated that demographic characteristics and past experiences contribute to the shaping of beliefs and behaviors related to hand hygiene [\\u003cspan citationid=\\\"CR41\\\" class=\\\"CitationRef\\\"\\u003e41\\u003c/span\\u003e]. In Kim \\u0026amp; Oh's (2015) study, students reported that negative role models observed during clinical practice and gaps in class and field negatively affected hand hygiene behaviors. Students expressed that the practices they experienced in clinical settings were quite different from what they learned in class [\\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e30\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eIn a study conducted with nursing students in Spain, it was reported that the use of alcohol-based hand sanitizers and knowledge of hand hygiene were significantly higher in female students, and there was a meaningful adherence to hand hygiene [\\u003cspan citationid=\\\"CR42\\\" class=\\\"CitationRef\\\"\\u003e42\\u003c/span\\u003e]. While Karadağ et al., (2016) indicated that male students had higher scores, our study found that female students had higher scores [\\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e43\\u003c/span\\u003e]. Similar results have been reported in some other studies, suggesting that male students may have weaker performance in hand hygiene compared to their female counterparts [\\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e31\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR44\\\" class=\\\"CitationRef\\\"\\u003e44\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR45\\\" class=\\\"CitationRef\\\"\\u003e45\\u003c/span\\u003e]. Our study results align with previous findings, and this similarity could be associated with gender roles, the higher awareness of female students regarding the importance of hand hygiene, and the larger number of female students.\\u003c/p\\u003e \\u003cp\\u003eHand hygiene compliance can be influenced by factors such as hand hygiene education, participation in campaigns, and existing knowledge [\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e40\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e46\\u003c/span\\u003e]. However, in our study, there was no significant relationship between hand hygiene intention and the knowledge subscale scores. Similar findings were reported by Jeong \\u0026amp; Kim (2013) and Yoon \\u0026amp; Kim (2013), stating that hand hygiene knowledge does not necessarily impact actual hand hygiene behavior [\\u003cspan citationid=\\\"CR47\\\" class=\\\"CitationRef\\\"\\u003e47\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR48\\\" class=\\\"CitationRef\\\"\\u003e48\\u003c/span\\u003e]. Jeong \\u0026amp; Kim (2013) associated this with the indifference or poor role modeling of administrators and clinical nurses during clinical practices [\\u003cspan citationid=\\\"CR47\\\" class=\\\"CitationRef\\\"\\u003e47\\u003c/span\\u003e]. In a study by O'Boyle et al., (2001), TPB, including intention, was found to be significantly related to self-reported hand hygiene compliance but not congruent with observed hand hygiene performance [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e49\\u003c/span\\u003e]. Despite having well-structured hand hygiene knowledge, practical variables in our students might be more determinant of hand hygiene intention than theory.\\u003c/p\\u003e \\u003cp\\u003eIn our study, there were statistically significant differences in hand hygiene scale scores among students based on their academic years. Particularly, fourth-grade students had significantly higher scores compared to first-grade students. In a study by Öncü et al., (2019), first-grade students were found to use hand sanitizers more than fourth-grade students [\\u003cspan citationid=\\\"CR35\\\" class=\\\"CitationRef\\\"\\u003e35\\u003c/span\\u003e], and Amin et al., (2013) discovered that medical students, despite having high knowledge levels, did not adhere to hand hygiene rules [\\u003cspan citationid=\\\"CR50\\\" class=\\\"CitationRef\\\"\\u003e50\\u003c/span\\u003e]. In our study, the increase in theoretical and practical courses with higher academic years might have contributed to this difference. Additionally, the longer clinical experiences and providing care in high-risk infection areas during internship for fourth-grade students could have increased their hand hygiene knowledge and awareness. In conclusion, it is considered that practice-related variables play a more dominant role than knowledge in increasing hand hygiene compliance. Therefore, it is crucial for mentor teachers, clinicians, and nurse managers to collaborate in eliminating practice-related negative factors.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003eLimitations and future direction\\u003c/h2\\u003e \\u003cp\\u003eOur study has some limitations. Firstly, the information regarding the hand hygiene practices of student nurses relies on their self-reports, restricting the results to the responses of this particular student group. Additionally, the lack of observation of students' hand hygiene compliance in clinical settings and the limitation to nursing students from only one university are other constraints. The inability to assess the impact of geographical and educational environment differences on the hand hygiene behavior of nursing students is another limitation. Therefore, it is recommended that future research incorporates studies with broader and more diverse sample groups, combining self-report and observational methods.\\u003c/p\\u003e \\u003c/div\\u003e \"},{\"header\":\"Conclusion and recommendations\",\"content\":\"\\u003cp\\u003eDespite the awareness of the importance of hand hygiene, there are still unknown psychosocial factors that motivate healthcare professionals to perform hand hygiene behavior. In this study using the TPB, the intentions of nursing students towards hand hygiene have been acknowledged as a determining factor in behavior. Therefore, efforts have been made to identify factors influencing the intention that determines hand hygiene behavior. Analysis of the data obtained from the students' responses revealed that gender, grade level, and receiving education on hand hygiene had a positive and direct impact on the total score obtained from the scale. Before nursing candidates start their professional careers, applying behavioral theories to instill hand hygiene behavior is recommended. Recognizing that factors such as knowledge, beliefs, and attitudes influence hand hygiene behavior, identifying problems related to these factors, and planning and organizing educational interventions targeting these problems during education are believed to significantly improve learning outcomes. Additionally, supportive hand hygiene areas should be established in clinical training settings to ensure correct application of hand hygiene techniques and enhance compliance.\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eGrant Support\\u0026amp; Financial Disclosures\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNone\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAcknowledgements\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors would like to thank to the all-volunteer students in nursing department of the Faculty of Health Sciences.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eSupplementary Information\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAuthor contributions\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe listed authors meet the criteria for authorship and agree with the content of the manuscript. Study design: GBM, Data collection: GBM, EK, Data analysis: GBM, Manuscript writing: GBM, EK. All authors supervised critically reviewed the manuscript and checked spelling and grammar. All the authors read and approved the final manuscript.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eFunding\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot Applicable.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAvailability of data and materials\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot Applicable.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEthics approval and consent to participate\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board at the\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003eIzmir Demokrasi University\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e(Approval date and no. 2021/3-11).\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003eInformed consent was obtained from all study participants.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConsent for publication\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNot applicable.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eCompeting interests\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare no competing interests.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003cstrong\\u003e\\u003c/strong\\u003e\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eAuthor details\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003e1*\\u0026nbsp;\\u003c/strong\\u003ePhD, Assistant professor,\\u0026nbsp;Elderly Care Program, Vocational School of Health Services, Izmir Demokrasi University, Izmir, Turkey.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003e2\\u0026nbsp;\\u003c/strong\\u003ePhD, Associate professor, Faculty of Health Sciences, Department of Fundamentals of Nursing, Izmir Demokrasi University, Izmir, Turkey.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eConflict of interest\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe authors declare that there is no conflict of interest. \\u003cstrong\\u003e\\u003c/strong\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEthical Considerations\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eNon-Interventional Clinical Studies Ethics Committee of Health Sciences University Tepecik Training and Research Hospital (Approval date / no. 2021/3-11) approved the proposal.\\u0026nbsp;\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eBaghaei R, Sharifian E, Kamran A. Can theoritical intervention improve hand hygiene behaviour among nurses? Psychol Res Behav Manag. 2016;9:133-138. https://doi.org/10.2147%2FPRBM.S91433\\u003c/li\\u003e\\n\\u003cli\\u003eKorhonen A, Vuori A, Lukkari A, Laitinen A, Per\\u0026auml;l\\u0026auml; M, Koskela T, et al. Increasing nursing students\\u0026rsquo; knowledge of evidence-based hand-hygiene: A quasi-experimental study. Nurse Educ Pract. 2019;35:104-110. https://doi.org/10.1016/j.nepr.2018.12.009\\u003c/li\\u003e\\n\\u003cli\\u003eWorld Health Organization (WHO). WHO Guidelines on Hand Hygiene in Health Care: A Summary, 2023. https://www.who.int/gpsc/5may/tools/who_guidelines-handhygiene_summary.pdf. Accessed: 24 December 2023.\\u003c/li\\u003e\\n\\u003cli\\u003eLotfinejad N, Peters A, Tartari E, Fankhauser-Rodriguez C, Pires D, Pittet D. Hand hygiene in health care: 20 years of ongoing advances and perspectives. 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Infect Control Hosp Epidemiol. 2005;26(3), 305-311. https://doi.org/10.1086/502544\\u003c/li\\u003e\\n\\u003cli\\u003eBosnjak, M., Ajzen, I., Schmidt, P. The theory of planned behavior: Selected recent advances and applications. Eur J Psychol. 2020;16(3):352. https://doi.org/10.5964%2Fejop.v16i3.3107\\u003c/li\\u003e\\n\\u003cli\\u003eMaraş GB. Using the PRECEDE Model in improving the healthcare workers\\u0026rsquo; handwashing behaviours. Ege University Institute of Health Sciences. Master\\u0026apos;s Thesis, İzmir, 2007. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=vgmcPtBa8g1rUqTh-g5OMw\\u0026amp;no=bbv_66CW2mwoK8ufSEI86A [in Turkish]\\u003c/li\\u003e\\n\\u003cli\\u003eB\\u0026uuml;lb\\u0026uuml;l Maraş G,Tabak RS, Esen A. (2007). Sağlık \\u0026Ccedil;alışanları İ\\u0026ccedil;in El Yıkama Davranış \\u0026Ouml;l\\u0026ccedil;eğinin Geliştirilmesi. 5th Sterilization Disinfection Congress (4-8 April 2007) Book, Antalya. p: 710. (Publication No:5638545) [in Turkish]\\u003c/li\\u003e\\n\\u003cli\\u003eTabak RS, Maraş GB, Karaahmetoglu GU. Theory based intervention to adherence of candidate nurses to hand washing behaviour. Psychol Health. 2010; 25:89. https://doi.org/10.1080/08870446.2010.502659 \\u003c/li\\u003e\\n\\u003cli\\u003eCruz JP, Bashtawi MA. Predictors of hand hygiene practice among Saudi nursing students: A cross-sectional self-reported study.\\u003cstrong\\u003e \\u003c/strong\\u003eJ Infect Public Health. 2016;9(4):485-493. dx.doi.org/10.1016/j.jiph.2015.11.010\\u003c/li\\u003e\\n\\u003cli\\u003eKısacık \\u0026Ouml;G, Ciğerci Y, G\\u0026uuml;neş \\u0026Uuml;. Impact of the fluorescent concretization intervention on effectiveness of hand hygiene in nursing students: A randomized controlled study. Nurse Educ Today\\u003cem\\u003e. \\u003c/em\\u003e2021;97, 104719. https://doi.org/10.1016/j.nedt.2020.104719 \\u003c/li\\u003e\\n\\u003cli\\u003eZimmerman PAP, Sladdin I, Shaban RZ, Gilbert J, Brown L. Factors influencing hand hygiene practice of nursing students: A descriptive, mixed-methods study. Nurse Educ Pract. 2020;44: 102746. https://doi.org/10.1016/j.nepr.2020.102746\\u003c/li\\u003e\\n\\u003cli\\u003ePurssell E, Gould D. Teaching health care students hand hygiene theory and skills: A systematic review. Int J Environ Health Res. 2022;32(9):2065-2073. https://doi.org/10.1080/09603123.2021.1937580\\u003c/li\\u003e\\n\\u003cli\\u003eAl-Khawaldeh OA, Al-Hussami M, Darawad M. Influence of nursing students\\u0026rsquo; handwashing knowledge, beliefs, and attitudes on their handwashing compliance. Health. 2015;7(05):572. http://dx.doi.org/10.4236/health.2015.75068\\u003c/li\\u003e\\n\\u003cli\\u003eGhaffari M, Rakhshanderou S, Safari-Moradabadi A, Barkati H. Exploring determinants of hand hygiene among hospital nurses: A qualitative study.\\u003cem\\u003e \\u003c/em\\u003eBMC Nurs. 2020;19:1-9. https://doi.org/10.1186/s12912-020-00505-y\\u003c/li\\u003e\\n\\u003cli\\u003eJeong SY, Kim KM. Influencing factors on hand hygiene behavior of nursing students based on theory of planned behavior: A descriptive survey study. Nurse Educ Today. 2016;36:59-64. https://doi.org/10.1016/j.nedt.2015.09.014\\u003c/li\\u003e\\n\\u003cli\\u003eMaraş GB, Koca\\u0026ccedil;al E, Bahar A. Healthcare professionals\\u0026rsquo; hand hygiene: Perspectives of nursing student\\u0026rsquo;s in patients/relatives role. Acta Paul Enferm. 2024;37:eAPE003511. https://doi.org/10.37689/acta-ape/2024AO000003511\\u003c/li\\u003e\\n\\u003cli\\u003ePiras SE, Minnick A, Lauderdale J, Dietrich MS, Vogus TJ. The effects of social influence on nurses\\u0026apos; hand hygiene behaviors. J Nurs Adm. 2018;48(4):216-221. https://doi.org/10.1097/NNA.0000000000000602\\u003c/li\\u003e\\n\\u003cli\\u003eSin CS, Rochelle TL. Using the theory of planned behaviour to explain hand hygiene among nurses in Hong Kong during COVID-19.\\u003cstrong\\u003e \\u003c/strong\\u003eJ Hosp Infect. 2022;123:119-125. https://doi.org/10.1016/j.jhin.2022.01.018\\u003c/li\\u003e\\n\\u003cli\\u003eAuzoult L, Hardy-Massard S, Gandon L, Georges P. What are the predictors of behavior associated in compliance with hygiene in during training course? Prat Psychol 2015;21(2):199-212. https://doi.org/10.1177%2F17571774211033351\\u003c/li\\u003e\\n\\u003cli\\u003eKim KM, Oh H. Clinical experiences as related to standard precautions compliance among nursing students: a focus group interview based on the theory of planned behavior. Asian Nurs Res. 2015; 9(2):109-114. https://doi.org/10.1016/j.anr.2015.01.002\\u003c/li\\u003e\\n\\u003cli\\u003eCeylan B, Gunes U, Baran L, Ozturk H, Sahbudak G. Examining the hand hygiene beliefs and practices of nursing students and the effectiveness of their handwashing behaviour. J Clin Nurs. 2020;29(21-22):4057-4065. https://doi.org/10.1111/jocn.15430\\u003c/li\\u003e\\n\\u003cli\\u003ePaudel IS, Ghosh V, \\u0026amp; Adhikari P. Knowledge, Attitude and Practice of nursing students on Hospital Acquired Infections in Western region of Nepal. JCMS Nepal. 2016;12(3):103-107. https://doi.org/10.3126/jcmsn.v12i3.16012\\u003c/li\\u003e\\n\\u003cli\\u003eBounou L, Katelani S, Panagiotopoulou KI, Skouloudaki AI, Spyrou V, Orfanos P, Lagiou P. Hand hygiene education of Greek medical and nursing students: A cross-sectional study. Nurse Educ Pract. 2021;54: 103130. https://doi.org/10.1016/j.nepr.2021.103130\\u003c/li\\u003e\\n\\u003cli\\u003eKingston LM, O\\u0026apos;Connell NH, Dunne CP. Survey of attitudes and practices of Irish nursing students towards hand hygiene, including handrubbing with alcohol-based hand rub. Nurse Educ Today. 2017;52:57-62. https://doi.org/10.1016/j.nedt.2017.02.015\\u003c/li\\u003e\\n\\u003cli\\u003e\\u0026Ouml;nc\\u0026uuml; E, Vayısoğlu SK, Lafcı D, Yıldız E. An evaluation of the effectiveness of nursing students\\u0026apos; hand hygiene compliance: A cross-sectional study. Nurse Educ Today. 2018;65:218-224. https://doi.org/10.1016/j.nedt.2018.02.02\\u003c/li\\u003e\\n\\u003cli\\u003eFoote A, El-Masri M. Self-perceived hand hygiene practices among undergraduate nursing students. J Res Nurs. 2016;21(1): 8-19. https://doi.org/10.1177/1744987115606959\\u003c/li\\u003e\\n\\u003cli\\u003eLabrague LJ, McEnroe‐Petitte DM, Van de Mortel T, Nasirudeen AMA. A systematic review on hand hygiene knowledge and compliance in student nurses. Int Nurs Rev. 2018;65(3):336-348. https://doi.org/10.1111/inr.12410\\u003c/li\\u003e\\n\\u003cli\\u003eEiamsitrakoon T, Apisarnthanarak A, Nuallaong W, Khawcharoenporn T, Mundy LM. Hand hygiene behavior: translating behavioral research into infection control practice. Infect Control Hosp. Epidemiol. 2013;34(11): 1137-1145. https://doi.org/10.1086/673446\\u003c/li\\u003e\\n\\u003cli\\u003eWhite KM, Starfelt LC, Jimmieson NL, Campbell M, Graves N, Barnett AG, et al. Understanding the determinants of Australian hospital nurses\\u0026rsquo; hand hygiene decisions following the implementation of a national hand hygiene initiative. Health Educ. Res.2015;30(6): 959-970. https://doi.org/10.1093/her/cyv057\\u003c/li\\u003e\\n\\u003cli\\u003eSax H, U\\u0026ccedil;kay İ, Richet H, Allegranzi B, Pittet D. Determinants of good adherence to hand hygiene among healthcare workers who have extensive exposure to hand hygiene campaigns. Infect Control Hosp Epidemiol. 2007;28(11):1267-1274. https://doi.org/10.1086/521663.\\u003c/li\\u003e\\n\\u003cli\\u003eHern\\u0026aacute;ndez-Garc\\u0026iacute;a I, Cardoso A. Hand hygiene compliance and determining factors among Spanish nursing students. Am J Infect Control. 2013;41(10):943-944. https://doi.org/10.1016/j.ajic.2013.01.012\\u003c/li\\u003e\\n\\u003cli\\u003eKaradağ M, Yıldırım N, İşeri \\u0026Ouml;P. The validity and reliability study of Hand Hygiene Belief Scale and Hand Hygiene Practices Inventory. Cukurova Med J. 2016;41(2):271-284. https://doi.org/10.17826/cutf.206317\\u003c/li\\u003e\\n\\u003cli\\u003eElkhawaga G, El-Masry R. Knowledge, beliefs and self-reported practices of hand hygiene among egyptian medical students: Does gender difference play a role? JPHDC. 2017;3(2):418\\u0026ndash;425. https://www.semanticscholar.org/paper/Knowledge%2C-Beliefs-and-Self-reported-Practices-of-a-El-khawaga-El-Masry/aa164c84068fb71b36f7f9301e1610292d68fb24\\u003c/li\\u003e\\n\\u003cli\\u003e\\u0026Scaron;kodov\\u0026aacute; M, Gimeno-Ben\\u0026iacute;tez A, Mart\\u0026iacute;nez-Redondo, Mor\\u0026aacute;n-Cort\\u0026eacute;s JF, Jim\\u0026eacute;nez-Romano R, Gimeno-Ortiz A. Hand hygiene technique quality evaluation in nursing and medicine students of two academic courses. Rev Lat Am Enfermagem 2015;23(4):708-717. https://doi.org/10.1590/0104-1169.0459.2607\\u003c/li\\u003e\\n\\u003cli\\u003eBarrett R, Randle J. Hand hygiene practices: Nursing students\\u0026rsquo; perceptions. J Clin Nurs. 2008;17(14):1851-1857. https://doi.org/10.1111/j.1365-2702.2007.02215.x\\u003c/li\\u003e\\n\\u003cli\\u003eJeong SY, Kim OS. Knowledge and beliefs about hand hygiene among hospital nurses. Korean J Occup Health Nurse.2013;22(3):198\\u0026ndash;207. http://dx.doi.org/10.5807/kjohn.2013.22.3.198.\\u003c/li\\u003e\\n\\u003cli\\u003eYoon EJ, Kim MH. Knowledge and compliance with hand hygiene by nursing students in clinical practice. J Korean Acad Soc Nurs Educ. 2013;19(3):455-464. http://dx.doi.org/10.5977/jkasne.2013.19.3.455.\\u003c/li\\u003e\\n\\u003cli\\u003eKitsanapun A, Yamarat K. Evaluating the effectiveness of the \\u0026ldquo;Germ-Free Hands\\u0026rdquo; intervention for improving the hand hygiene practices of public health students. J Multidiscip Healthc.\\u003cem\\u003e \\u003c/em\\u003e2019;12: 533-541. http://doi.org/10.2147/JMDH.S203825\\u003c/li\\u003e\\n\\u003cli\\u003eAmin TT, Al Noaim KI, Saad MAB, Al Malhm TA, Al Mulhim AA, Al Awas MA. Standard precautions and infection control, medical students\\u0026rsquo; knowledge and behavior at a Saudi university: The need for change. Glob J Health Sci. 2013;5(4):114. http://dx.doi.org/10.5539/gjhs.v5n4p114.\\u003c/li\\u003e\\n\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":true,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-nursing\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"nurs\",\"sideBox\":\"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/nurs/default.aspx\",\"title\":\"BMC Nursing\",\"twitterHandle\":\"@BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Planned Behavior Theory, Hand Hygiene Scale, Hand Hygiene Behavior, Nursing Students\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-3981739/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-3981739/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003ch2\\u003eBackground\\u003c/h2\\u003e \\u003cp\\u003eThis study aims to assess the hand hygiene behavior of nursing students and identify the factors influencing this behavior through the \\\"Scale for Assessment Hand Washing Behavior in the Frame of Theory of Planned Behaviour (SAHBTPB)\\\".\\u003c/p\\u003e\\u003ch2\\u003eMethods\\u003c/h2\\u003e \\u003cp\\u003eThis descriptive and cross-sectional study was undertaken at the nursing departments of the university's faculty of health sciences in İzmir, Turkey between 2021\\u0026ndash;2022. A total of 240 nursing students were recruited as participants for this study. Data were collected with the SAHBTPB. The data was analyzed using descriptive statistics, the Chi-square test, and correlation analysis in the SPSS 21.0 program (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.05).\\u003c/p\\u003e\\u003ch2\\u003eResults\\u003c/h2\\u003e \\u003cp\\u003eParticipation rate was 74.76%. The mean age of the students was 20.59\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;1.59 years and 69.9% were woman. The nursing students\\u0026rsquo; total mean score of SAHBTPB was 147.5\\u0026thinsp;\\u0026plusmn;\\u0026thinsp;14.0 (min\\u0026thinsp;=\\u0026thinsp;94; max\\u0026thinsp;=\\u0026thinsp;176). There was a positively significant association between the total score and students' gender, graduate level, and hand hygiene education status. There was no significant difference in scale total score mean based on the existence of dermatological problems on the students' hands or their frequency of hand hygiene (\\u003cem\\u003ep\\u003c/em\\u003e\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05).\\u003c/p\\u003e\\u003ch2\\u003eConclusion\\u003c/h2\\u003e \\u003cp\\u003eThe mean scores of nursing students on the SAHBTPB were found to be at a good level. The sub-dimension \\u0026ldquo;intention\\u0026rdquo; was identified as an effective factor in predicting the hand hygiene behavior of the students. The findings have the potential to positively impact nursing education by increasing awareness among students and offering valuable insights for nurses and educators.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Exploring Determinants of Hand Hygiene among Nursing Students: A Theory of Planned Behavior Approach\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2024-03-06 15:35:56\",\"doi\":\"10.21203/rs.3.rs-3981739/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2024-05-14T09:36:39+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2024-05-13T21:53:19+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2024-04-18T13:12:54+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"7e52204e-a489-4abb-a31d-61405fbb315c\",\"date\":\"2024-04-18T10:10:47+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"00be1507-3b77-42c7-8ac0-e445d308bd33\",\"date\":\"2024-03-21T09:32:16+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2024-03-21T08:49:23+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2024-03-04T11:12:40+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2024-03-04T11:11:18+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2024-03-04T11:11:18+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"BMC Nursing\",\"date\":\"2024-02-23T12:03:10+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-nursing\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"nurs\",\"sideBox\":\"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/nurs/default.aspx\",\"title\":\"BMC Nursing\",\"twitterHandle\":\"@BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"9806ad19-d243-4354-b406-8e5cb1cd1557\",\"owner\":[],\"postedDate\":\"March 6th, 2024\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2024-06-03T06:55:43+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2024-03-06 15:35:56\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-3981739\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-3981739\",\"identity\":\"rs-3981739\",\"version\":[\"v1\"]},\"buildId\":\"qtupq5eGEP_6zYnWcrvyt\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}