The results highlight the impact of baccalaureate education on dental hygiene practice in Canada.
There is little published literature about the outcomes of dental hygiene baccalaureate degree education, particularly in Canada. Since there are various dental hygiene entry‐to‐practice educational models in Canada, exploring baccalaureate dental hygiene education is becoming an increasingly important subject. The purpose of this study was to explore the personal outcomes and dental hygiene practice outcomes of dental hygiene degree‐completion education in Canada from the perspectives of diploma dental hygienists who have continued their education to the bachelor's degree level. This study employed a qualitative phenomenological design, using a maximum variation purposeful sampling strategy. Data generation occurred with sixteen dental hygienists across Canada through individual semistructured interviews. Interviews were audiorecorded, transcribed verbatim, and coded for data analysis, involving pattern recognition and thematic development. Themes that emerged included changes in self‐perception, values, and knowledge base. Changes in self‐perception were reflected in a reported increase in self‐confidence and perceived credibility. Changes in values included a greater appreciation for lifelong learning. Advancements in knowledge strengthened the development of specific abilities that ultimately influenced participants’ dental hygiene practice. These abilities included an increased ability to think critically, to make evidence‐based decisions, and to provide more comprehensive care. Participants also commented on having more career opportunities available to them outside of the private clinical practice setting. These results reveal important insights into the impact of earning a dental hygiene baccalaureate degree on oneself and one's dental hygiene practice.
There is a paucity of studies on Canadian baccalaureate dental hygienists. As discussions about the entry-level education required in dental hygiene continue on national and international platforms, examining outcomes of earning a dental hygiene baccalaureate degree is imperative. The aim of this study was to investigate the professional practice behaviors and career outcomes of graduates of the University of British Columbia (UBC), Canada, Bachelor of Dental Science in Dental Hygiene (BDSc) degree program. UBC dental hygiene entry-to-practice (ETP) and degree-completion graduates from 1994 to 2016 were invited to participate in an online survey with closed- and open-ended questions about practice behaviors and outcomes after earning the BDSc degree. Of the 365 BDSc alumni who received the email invitation, 116 responded, for a 32% response rate. The results showed that 45% of respondents worked outside of the traditional private dental practice setting, specifically in education (23%), administration (9%), public health (8%), and research (5%). Of the 77 degree-completion respondents, 75% reported that the BDSc degree had expanded their career opportunities. A greater proportion of degree-completion respondents practiced outside of the clinical setting (p<0.01) and had earned a graduate degree (p=0.04) compared with ETP respondents. Over 25% of total respondents had pursued graduate education. In comparison to results from the 2015 Canadian Dental Hygienists Association job market and employment survey, a significantly greater proportion of BDSc graduates practiced collaboratively with non-dental professionals (2.7 vs. 0.8, p<0.001), earned more than $80,000 annually (47% vs. 23%, p<0.001), and received more employment benefits (4.0 vs. 3.5, p<0.001). These results highlight the positive impact of baccalaureate education on dental hygiene practice behaviors and career outcomes.
Purpose:The need for interprofessional education (IPE) has been well documented and communicated by many prominent governmental bodies and health organizations. However, more longitudinal outcomes research is needed to demonstrate the impact of IPE on students' attitudes and behaviors. This study assessed dental hygiene students' readiness for IPE and collaborative practice at the University of British Columbia, Canada. Methods: A modified Readiness for Interprofessional Learning Scale (RIPLS) survey was conducted on 23 (96% response rate) second-year dental hygiene students prior to commencing the university's newly integrated 4-week IPE curriculum and immediately following its completion 1 month later. A focus group comprising 5 students then explored learning experiences and impact on attitudes about collaborative practice in greater depth. Curriculum content included professionalism, ethical practice, Indigenous cultural safety, and resiliency. Results: Attitudinal shifts were observed in 3 of the RIPLS measures suggesting that students found greater clarity regarding their professional roles and became more receptive to learning clinical problem-solving skills with other disciplines. No statistically significant differences surfaced between the pre-attitudinal and post-attitudinal RIPLS measures. The focus group revealed 3 prominent themes: greater role clarification, recognition of similarities in knowledge and practice with other professions, and cultivation of professional identity, collegiality, and respect. Conclusion: Students found greater clarity about professional roles and developed an enhanced appreciation for working with other health professions after completing the university's month-long integrated IPE curriculum. K E Y W O R D Scurriculum evaluation, dental hygiene education, interprofessional education, interprofessional learning, professional attitudes J Dent Educ. 2020;84:669-680.
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