Broadening the Path: Diverse Educational Routes Into Infection Prevention Careers

A Profession Without a Path, Part 2

This is the second article in a series on this topic. Find the first one here. The references continue from the first article.

Common Educational Backgrounds Entering into IPC

In a 2015 survey, most infection preventionists (IPs) (82%) originated from a nursing background, with nearly 10% having trained as laboratory scientists and 4% having pursued a degree in public health. A subsequent, smaller survey conducted in 2019 indicated a decline in the proportion of IPs from nursing backgrounds (65.4%), while those with public health backgrounds increased to 11.7%, followed by laboratory scientists at 4.9%.⁶

This shift highlights the growing recognition that professionals from diverse health care disciplines can competently execute this role. In the subsequent section, we will examine the pathways through which other health professionals enter their respective fields, draw parallels to infection prevention, and elucidate how these experiences equip them with the requisite skills for infection prevention and control (IPC).

The Standardization of Nursing Education in the US: From Apprenticeships to University-Based Programs

Standardizing nursing education in the US was a gradual process that evolved alongside the field's professionalization. In the late 19th century, most nurses were trained through hospital-based apprenticeship programs with little formalized curriculum. The push for standardized education began in 1893 when nursing leaders established the American Society of Superintendents of Training Schools for Nurses, later known as the National League for Nursing Education (NLNE).⁷ This organization advocated for a structured curriculum that emphasizes both theoretical knowledge and clinical experience.

A pivotal moment in nursing education occurred in 1903, when North Carolina became the first state to enact a nurse registration law, mandating formal training and licensure for nurses. Over the next several decades, state licensure laws spread nationwide, ensuring that nurses met standardized educational and competency requirements before entering the workforce.

By the early 20th century, diploma programs were the primary means of nursing education. Still, the movement toward university-based nursing education gained momentum in the 1920s and 1930s, supported by institutions like Teachers College at Columbia University, which developed one of the first collegiate nursing programs.³

The mid-20th century saw further advancements in standardization with the establishment of the National League for Nursing (NLN) in 1952, which set accreditation standards for nursing programs.⁸ The American Nurses Association (ANA) also played a key role in defining educational requirements and advocating for baccalaureate-level nursing education. By the 1960s and 1970s, associate degree programs provided an alternative pathway into the profession, expanding access to nursing careers while maintaining educational standards.⁷

Today, nursing education in the US is highly standardized, with pathways that include diploma, associate, baccalaureate, and advanced practice degrees. Accreditation bodies such as the Accreditation Commission for Education in Nursing (ACEN) and the Commission on Collegiate Nursing Education (CCNE) ensure that nursing programs meet national educational standards. Additionally, the rise of graduate-level nursing education has further professionalized the field, allowing nurses to specialize in advanced practice roles, research, and leadership positions. This evolution has transformed nursing into a highly regulated, evidence-based profession essential to the US health care system.

Nurses are well-positioned to transition into infection prevention roles due to their routine application of protocols such as hand hygiene, disinfection, and isolation practices. Their clinical expertise and commitment to evidence-based care are essential in promoting the safety of both patients and healthcare staff.

The Evolution of Respiratory Therapy: From Inhalation Assistants to Essential Health Care Professionals

Respiratory therapy (RT) as a professional discipline in the US began in the 1940s when Edwin R. Levine, MD,⁹ recognized the need for trained medical personnel to assist in inhalation therapy for post-surgical and critically ill patients.⁹ This led to the formation of the Inhalation Therapy Association (ITA) in 1946, which was officially chartered in 1947 to standardize and advance the field of inhalation therapy.⁹ Initially, the profession focused on oxygen therapy and airway management, but as technology and medical understanding evolved, so did the scope of practice for respiratory therapists.

Over the following decades, the ITA transformed into the American Association for Respiratory Care (AARC), which played a crucial role in professionalizing the field. Establishing key regulatory bodies, such as the Committee on Accreditation for Respiratory Care (CoARC) and the National Board for Respiratory Care (NBRC), ensured the development of rigorous educational standards and credentialing requirements.

Today, RT is a well-defined health care profession that offers specialized training in pulmonary care, mechanical ventilation, and critical care, making respiratory therapists essential health care team members in hospitals, outpatient clinics, and home care settings.

Respiratory therapists are strong candidates for infection prevention roles due to their comprehensive training in infection control measures. Their routine responsibilities include enforcing hand hygiene, disinfecting respiratory equipment, and adhering to isolation protocols—practices that align closely with core infection prevention strategies. Their clinical experience and familiarity with high-risk patient populations further enhance their ability to identify and mitigate infection risks within health care settings.

References

1. QSO-22-20-Hospitals: Infection prevention and control and antibiotic stewardship program interpretive guidance update. Centers for Medicare & Medicaid Services. US Department of Health & Human Services. Published July 6, 2022. Accessed April 14, 2025. https://www.cms.gov/files/document/qso-22-20-hospitals.pdf
2. Infection Control Training and Education Resources. Centers for Disease Control and Prevention. Published 2021. Accessed April 14, 2025. https://www.cdc.gov/infectioncontrol/training/index.html
3. Eligibility and Examination Overview. Certification Board of Infection Control and Epidemiology. Published 2023. Accessed April 14, 2025. https://www.cbic.org/
4. Wanted: The next generation of infection preventionists. Relias Media. Accessed April 14, 2025. https://www.reliasmedia.com/articles/140190-wanted-the-next-generation-of-infection-preventionists?utm
5. Nursing by the numbers: Facts and stats. Carson-Newman University Online. Accessed April 14, 2025. https://onlinenursing.cn.edu/news/nursing-by-the-numbers?utm
6. Reese SM, et al. Infection prevention workforce: Potential benefits to educational diversity. Am J Infect Control. 2017;45(6):603-606.
7. University of Pennsylvania School of Nursing. American nursing: An introduction to the past. Accessed April 14, 2025. https://www.nursing.upenn.edu/nhhc/american-nursing-an-introduction-to-the-past/
8. U.S. Department of Education. Accreditation in the United States. Published 2024. Accessed April 14, 2025. https://www.ed.gov/accreditation
9. Educating RTs. Respiratory Therapy. Accessed April 14, 2025. https://respiratory-therapy.com/disorders-diseases/chronic-pulmonary-disorders/asthma/educating-rts/