Evaluating pre‐and post‐oral health literacy of undergraduate nursing students on an oral‐systemic health learning intervention

Abstract

IntroductionOral health is significantly linked with systemic health. Nurses play a crucial role in patient education. Improving oral health literacy in nursing students can pave the way for the seamless integration of oral health into nursing practice.ObjectiveThis study aimed to evaluate an interprofessional co‐designed oral‐systemic health learning intervention using a pre‐and‐post study design that measured oral health literacy levels among Year 2 undergraduate nursing students.MethodsEvaluation was measured using the validated Comprehensive Measure of Oral Health Knowledge questionnaire before and after the semester‐long education intervention. Data were analyzed using independent and paired t‐tests and an analysis of variance one‐way analysis of variance.ResultsA total of 78 out of 164 students (82% female, 42% aged 21–24, and 52% speaking English as a first language) participated in the pre‐ and post‐study surveys. Statistically significant improvement was noted in pre‐and‐post total oral health literacy scores (Pre 14.92 [3.85] vs.. Post 15.85 [3.74], p = 0.031). Students showed the highest proficiency in the domain of oral disease prevention, while oral cancer knowledge was the least mastered domain. Those without English as their first language and those with secondary education as the highest qualification showed the greatest improvement in oral health literacy scores post‐intervention.ConclusionsThis study highlights the efficacy of an interprofessional co‐designed oral‐systemic educational intervention in increasing oral health literacy among undergraduate nursing students. This intervention marks a preliminary step towards integrating oral health into future nursing practice. Further research is warranted to explore the enduring impact of these interventions on their future clinical endeavors.