Emergency Management of Traumatic Dental Injuries: Knowledge of Dubai School Nurses

Sari, Shahad Al; Halabi, Manal Al; Kowash, Mawlood; Hussein, Iyad

doi:10.4034/pboci.2019.191.111

Cited by 3 publications

(4 citation statements)

References 14 publications

(40 reference statements)

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“…In Australia, registered nurses practice in hospitals, residential care facilities and long‐term care institutions, managing medically compromised and elderly people as well as individuals with disabilities 2 . The high utilization of non‐dental healthcare services for oral health‐related concerns, 7,8 including those provided by registered nurses, 9,10 further highlights their role in collaborative oral health care.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of oral health education and practice among nursing students in Malaysia and Australia

Ahmad

Abuzar

Razak

et al. 2021

Int J Dental Hygiene

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Objective Representing the largest proportion of healthcare workers, nurses play a significant role in oral health (OH) maintenance as part of a larger effort to promote holistic patient care. The study aims to determine nursing students' perceptions of OH education and practice in Malaysian and Australian nursing schools. Materials and methods A self‐administered questionnaire (content‐ and face‐validated) survey was undertaken, classroom style, amongst final‐year nursing students from selected Malaysian (n = 122, Response rate=97.6%) and Australian (n = 299, Response rate=54.7%) institutions. Quantitative data were analysed via Statistical Package for Social Science software (Chi‐square and Fisher's exact tests, p ≤ 0.01). Results Significantly more Malaysian nursing students, compared to those in Australia, reported having encountered patients with OH issues (98.4% vs. 82.9%), namely halitosis (87.7% vs. 62.2%), oral ulcers (63.1% vs. 41.1%), oral/dental trauma (36.9% vs. 21.1%) and caries in children (28.7% vs. 7.7%). Less than half of Malaysian and Australian nursing students reported that they received adequate OH training (48.4% vs. 36.6%, p ≤ 0.01), especially in detecting oral cancer (18.0.0% vs. 22.6%, p ≤ 0.01) and preventing oral diseases (46.7% vs. 41.7%, p ≤ 0.01). Students in both countries demonstrated positive attitudes and believed in their role in OH care. Most students agreed that they should receive training in OH, especially in smoking cessation and providing OH care for patients with special needs. They also opined that a standardized evidence‐based oral hygiene protocol is needed. Conclusion Support for education and practice in this area of patient care suggested positive implications for further development of nurses' roles in OH promotion and management.

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Section: Introductionmentioning

confidence: 99%

Perceptions of oral health education and practice among nursing students in Malaysia and Australia

Ahmad

Abuzar

Razak

et al. 2021

Int J Dental Hygiene

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“…As teachers have quick access to the children, they need to be prepared to act promptly when facing urgent and emergency situations 24 . On the other hand, in the case of an incident of dental trauma, teachers may not manage dental trauma unless the school has a clear protocol or guidelines 33,34 . This can explain the findings of this study that although 49% had witnessed dental trauma, only 7.2% were able to manage the incident.…”

Section: Discussionmentioning

confidence: 81%

Traumatic dental injuries in the Eastern Region of Saudi Arabia: Factors influencing teachers’ management practices

Gaffar

AlHumaid

Nazir

et al. 2020

Dental Traumatology

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Background/Aims: Traumatic dental injuries (TDIs) in children frequently occur in schools where teachers can play an important role in their management. Therefore, the aim of this study was to assess schoolteachers' knowledge and the factors that determine their management of TDIs. Materials and methods: This cross-sectional study was conducted in the Eastern Province of Saudi Arabia from January to June 2018. Data were collected through an online pre-tested questionnaire. The questionnaire collected demographic data and included questions that assessed participants' knowledge and management practices for TDI. Chi-square test and multivariate logistic regression analysis were performed. Results: A total of 443 teachers were included in the study, and 72.5% of the participants were females. The prevalence of TDIs was 49% yet only 7.2% of the participants reported managing dental trauma. Fights (22.8%) and falls (21.7%) were the most common causes of dental injuries. Mean TDI knowledge score was 2.75 ± 2.05, but only 47.2% were willing to receive training about TDI management. Regarding supportive environments, 75.8% of teachers reported having safety playgrounds, however 10.6% reported having a nurse in schools. After controlling for other variables, male respondents were 3.85 times more likely to manage TDIs than female respondents (P = .001). Similarly, previous knowledge of dental trauma management (OR = 4.32, P < .001) and having less than 50 students in class (OR = 2.61, P = .021) were significantly associated with TDI management. Conclusion: The teachers demonstrated inadequate knowledge about TDIs which were highly prevalent in primary schools. Male gender, having knowledge of TDI management and teaching less students were associated with increased likelihood of TDI management. There is a crucial need for the reinforcement of policies that support school safety and a supportive environment.

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“…The American Academy of Pediatric Dentistry recommends that school teachers should be educated about the prevention and management of TDIs 24 . Although teachers have immediate access to children in the event of emergency situations occurring in the school setting, they may not be able to manage TDIs unless the school has a defined protocol 22,25 . Gaffar et al 13 reported that 217 out of 443 teachers had witnessed TDIs and only 32 were able to manage the emergency situation.…”

Section: Discussionmentioning

confidence: 99%

“…24 Although teachers have immediate access to children in the event of emergency situations occurring in the school setting, they may not be able to manage TDIs unless the school has a defined protocol. 22,25 Gaffar et al 13 reported that 217 out of 443 teachers had witnessed TDIs Prior to watching the animation video, the children who had previously received dental trauma education had considerably higher questionnaire scores than their peers. However, this difference disappeared after they watched the video.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of an educational cartoon animation on the knowledge of children about traumatic dental injuries

Özveren

Yıldırım

2022

Dental Traumatology

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Background/Aim: Although children are frequently exposed to traumatic dental injuries (TDIs), their knowledge and attitude regarding the emergency management of TDIs are largely insufficient. The aim of this study was to determine the knowledge of children about TDIs utilizing a questionnaire before and after watching a custom animated instructional video. Material and Methods:The study was conducted with 332 children aged 8 to 13 years. The children were asked to complete a 3-part questionnaire that included sociodemographic data, past experiences related to TDIs, and knowledge of the emergency management of TDIs. An educational video containing evidence-based information about the management of TDIs was shown to the children. They then completed the questionnaire again immediately after viewing the video and 1 week later. The data were analyzed using Friedman's two-way ANOVA by ranks test, McNemar's test, and the Mann-Whitney U-test.Results: The children's scores increased significantly following the viewing of the video (p = .0001). Prior to watching the animation, children who had previously received dental trauma education had considerably higher scores than their peers (p = .004). The animation was considered to be beneficial by 96.7% of the children.Prior to watching the animation, 49.1% of the children believed they could help their friends in the event of dental trauma, and after viewing the animation, this rate increased to 86.4%, but decreased to 77.1% after 1 week (p < .001). Conclusions:After watching the video, the children's scores improved dramatically and their self-confidence in helping their friends in the event of dental trauma increased.

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Emergency Management of Traumatic Dental Injuries: Knowledge of Dubai School Nurses

Cited by 3 publications

References 14 publications

Perceptions of oral health education and practice among nursing students in Malaysia and Australia

Perceptions of oral health education and practice among nursing students in Malaysia and Australia

Traumatic dental injuries in the Eastern Region of Saudi Arabia: Factors influencing teachers’ management practices

Effectiveness of an educational cartoon animation on the knowledge of children about traumatic dental injuries

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