Background: The recognised relationship between oral health and general health, the rapidly increasing older population worldwide, and changes in the type of oral health care older people require have raised concerns for policymakers and health professionals. Nurses play a leading role in holistic and interprofessional care that supports health and ageing. It is essential to understand their preparation for providing oral health care. Objective: To synthesise the evidence on nursing students' attitudes towards, and knowledge of, oral healthcare, with a view to determining whether oral health education should be incorporated in nursing education. Methods: Data sources: Three electronic databases-PubMed, Scopus, and CINAHL. Study eligibility criteria, participants and interventions: Original studies addressing the research objective, written in English, published between 2008 and 2019, including students and educators in undergraduate nursing programs as participants, and conducted in Organisation of Economic Cooperation and Development countries. Study appraisal and synthesis methods: Data extracted from identified studies were thematically analysed, and quality assessment was done using the Mixed Methods Appraisal Tool. Results: From a pool of 567 articles, 11 met the eligibility criteria. Findings documented five important themes: 1.) nursing students' limited oral health knowledge; 2.) their varying attitudes towards providing oral health care; 3.) the need for further oral health education in nursing curricula; 4.) available learning resources to promote oral health; and 5.) the value of an interprofessional education approach to promote oral health care in nursing programs. Limitations: The identified studies recruited small samples, used self-report questionnaires and were conducted primarily in the United States. Conclusions: The adoption of an interprofessional education approach with a focus on providing effective oral health care, particularly for older people, needs to be integrated into regular nursing education, and practice. This may increase the interest and skills of nursing students in providing oral health care. However, more rigorous studies are required to confirm this. Nursing graduates skilled in providing oral health care and interprofessional practice have the potential to improve the oral and general health of older people.
Objective: To investigate the perspectives of Australian nursing educators on the preparation of Bachelor of Nursing students for the care of older people's oral health. Background:The Australian population is ageing. Older people with poor oral health are at increased risk of worsening health and chronic disease conditions. Nurses can and need to take a leadership role in improving and maintaining older Australians' oral health in community, hospital, and residential care settings. Thus, it is important to investigate the perspectives of nursing educators on the preparation of nursing students for the care of older people's oral health.study design and methods: Semi-structured interviews were conducted with 13 participants, including course coordinators, lecturers, directors, and researchers at 10 universities delivering accredited Bachelor of Nursing programs across seven different states in Australia. Data were analysed thematically. results: Four themes were identified in nursing educators' perspectives: (1) the education of nursing students in providing oral healthcare is important, (2) there are notable gaps in nursing students' oral health education, (3) there are both internal and external barriers to strengthening oral health education across nursing programs, and (4) there is a need to develop and promote a shared oral health curriculum that includes interprofessional education and collaborative practice. Inherent in these themes was the need for a clear definition of the role of nurses in oral healthcare. Discussion and conclusion:It is recommended that administrators and policymakers develop nursing accreditation standards that specify the role of nurses in oral health education, and the scope of this education including interprofessional and collaborative practice, for the oral healthcare of older people. Infusing such standards in nursing curricula will better educate and prepare nursing students for effective practice and leadership in gerontological care.
The blood glucose and the plasma non-esterified fatty acids (NEFA) were estimated during extended transition period (56 days prepartum to 84 days postpartum) in relation to body condition scores in 26 purebred Sahiwal cows, 13 cows each from two farms i.e. the BMEF and CBF, Anjora, Durg, Chhattisgarh. BMEF herd concentrate was not fed to the animals during prepartum stage. In BMEF, the mean BCS at periodical intervals was significantly less than that of CBF herd throughout the transition period. The postpartum mean unit loss in BCS of the cows of BMEF herd (0.54±0.09) was significantly higher than that of CBF cows (0.52±0.09). The unit change in BCS was higher in magnitude till 42 days post partum in the cows of BMEF whereas it was lower in the cows of CBF. Non significantly higher mean blood glucose concentration was observed in the cows of BMEF (61.46±16 mg/dl) than the cows of CBF. The blood glucose level in both the herds was lower than as fore set range. The post partum mean NEFA concentration (0.138±0.015 mM/l) were significantly (P less than 0.01) higher than prepartum mean NEFA concentration (0.089±0.11mM/l) in BMEF cows however in CBF cows it remained same and differed non significantly. The overall mean plasma NEFA concentration in BMEF (0.116±0.010 mM/l) were significantly (P less than 0.01) higher than those of CBF (0.050±0.005 mM/l). In the cows of BMEF, NEFA value was higher than that of CBF and hence indicated a trend of reduction in BCS after calving. During prepartum period in BMEF and CBF cows, blodd glucose and plasma NEFA were negatively (with low “r”) correlated with BCS.
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